AP United States History Practice Exam from the Course and Exam Description, Fall 2017

United

States History

Practice Exam

FROM THE COURSE AND EXAM

DESCRIPTION

Effective

Fall 2017

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Contents

About AP 1

AP U.S. History Exam 4

Exam Overview 4

Practice Exam 5

Section I, Part A: Multiple-Choice Questions 5

Section I, Part B: Short-Answer Questions 26

Section II, Part A: Document-Based Question 29

Section II, Part B: Long Essay Questions 34

Answer Key and Question Alignment to Course Framework 35

About AP

The College Board’s Advanced Placement Program

(AP) enables students to pursue college-

level studies while still in high school. Through more than 30 courses, each culminating in a

rigorous exam, AP provides willing and academically prepared students with the opportunity

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available to them.

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faculty play a vital role in ensuring that AP courses align with college-level standards.

Talented and dedicated AP teachers help AP students in classrooms around the world develop

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Each AP course concludes with a college-level assessment developed and scored by college

and university faculty as well as experienced AP teachers. AP Exams are an essential part of

the AP experience, enabling students to demonstrate their mastery of college-level course work.

Most four-year colleges and universities in the United States and universities in more than

60 countries recognize AP in the admission process and grant students credit, placement, or

both on the basis of successful AP Exam scores. Visit www.collegeboard.org/apcreditpolicy

to view AP credit and placement policies.

Performing well on an AP Exam means more than just the successful completion of a course;

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a score of 3 or higher on AP Exams typically experience greater academic success in college

and have higher graduation rates than their non-AP peers.1 Additional AP studies are

available at www.collegeboard.org/research.

See the following research studies for more details:

Linda Hargrove, Donn Godin, and Barbara Dodd, College Outcomes Comparisons by AP and Non-AP

High School Experiences (New York: The College Board, 2008).

Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and

College Graduation (Austin, Texas: National Center for Educational Accountability, 2006).

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AP United States History Practice Exam

About AP

Oering AP Courses and Enrolling Students

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The AP Program unequivocally supports the principle that each school develops and

implements its own curriculum that will enable students to develop the content knowledge

and skills described here.

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or exceed the curricular and resource expectations that college and secondary school faculty

have established for college-level courses. For more information on the AP Course Audit,

visit www.collegeboard.org/apcourseaudit.

The College Board strongly encourages educators to make equitable access a guiding

principle for their AP programs by giving all willing and academically prepared students the

opportunity to participate in AP. We encourage the elimination of barriers that restrict access

to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally

underserved. Schools should make every eort to ensure their AP classes reect the diversity

of their student population. The College Board also believes that all students should have

access to academically challenging course work before they enroll in AP classes, which can

prepare them for AP success. It is only through a commitment to equitable preparation and

access that true equity and excellence can be achieved.

How AP Courses and Exams Are Developed

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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 specications and exam questions. The AP Exam development process is a

multiyear endeavor; all AP Exams undergo extensive review, revision, piloting, and analysis

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Throughout AP course and exam development, the College Board gathers feedback from

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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

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AP United States History Practice Exam

About AP

How AP Exams Are Scored

The exam scoring process, like the course and exam development process, relies on the

expertise of both AP teachers and college faculty. While multiple-choice questions are

scored by machine, the free-response questions are scored by thousands of college faculty

and expert AP teachers at the annual AP Reading. AP Exam Readers are thoroughly trained,

and their work is monitored throughout the Reading for fairness and consistency. In each

subject, a highly respected college faculty member lls the role of Chief Reader, who, with the

help of AP Readers in leadership positions, maintains the accuracy of the scoring standards.

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AP score of 5, 4, 3, 2, or 1.

The score-setting process is both precise and labor intensive, involving numerous

psychometric analyses of the results of a specic AP Exam in a specic year and of the

particular group of students who took that exam. Additionally, to ensure alignment with

college-level standards, part of the score-setting process involves comparing the performance

of AP students with the performance of students enrolled in comparable courses in colleges

throughout the United States. In general, the AP composite score points are set so that the

lowest raw score needed to earn an AP Exam score of 5 is equivalent to the average score

among college students earning grades of A in the college course. Similarly, AP Exam scores

of 4 are equivalent to college grades of A−, B+, and B. AP Exam scores of 3 are equivalent to

college grades of B−, C+, and C.

Using and Interpreting AP Scores

The extensive work done by college faculty and AP teachers in the development of the course

and the exam and throughout the scoring process ensures that AP Exam scores accurately

represent students’ achievement in the equivalent college course. While colleges and

universities are responsible for setting their own credit and placement policies, AP scores

signify how qualied students are to receive college credit or placement:

AP Score Qualication

5 Extremely well qualied

4 Well qualied

3 Qualied

2 Possibly qualied

1 No recommendation

Additional Resources

Visit apcentral.collegeboard.org for more information about the AP Program.

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AP United States History Practice Exam

About AP

AP U.S. History Exam

Exam Overview

The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 95-minute

multiple-choice and short-answer section (Section I) and a 100-minute free-response section

(Section II). Each section is divided into two parts, as shown in the table below. Student

performance on these four parts will be compiled and weighted to determine an AP Exam score.

Section Question Type

Number of

Questions Timing

Percentage of

Total Exam Score

Part A: Multiple-choice

questions

55 questions 55 minutes 40%

Part B: Short-answer

questions

3 questions

Required

Question 1:

periods 3–8

Required

Question 2:

periods 3–8

Choose

between

Question 3:

periods 1–5

Question 4:

periods 6–9

40 minutes 20%

Part A: Document-based

question

1 question:

periods 3–8

60 minutes

(includes a

15-minute

reading period)

25%

Part B: Long essay

question

1 question,

chosen from

three options

on the same

theme:

periods 1–3

periods 4–6

periods 7–9

40 minutes 15%

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AP United States History Practice Exam

Practice Exam

After the practice exam you will nd a table that shows which key concepts, learning

objectives, and primary practice or skill is assessed in each question. The table also provides

the answers to the multiple-choice questions.

Section I

Part A: Multiple-Choice Questions

As demonstrated in the following section, question sets will be organized around two to ve

questions that focus on a primary or secondary source.

Questions 1–3 refer to the excerpt below.

“In 1739 arrived among us from Ireland the Reverend Mr. [George] Whiteeld, who had

made himself remarkable there as an itinerant preacher. He was at rst permitted to preach in

some of our churches; but the clergy, taking a dislike to him, soon refused him their pulpits,

and he was obliged to preach in the elds. e multitudes of all sects and denominations

that attended his sermons were enormous. . . . It was wonderful to see the change soon made

in the manners of our inhabitants. From being thoughtless or indierent about religion, it

seemed as if all the world were growing religious, so that one could not walk thro’ the town in

an evening without hearing psalms sung in dierent families of every street.”

Benjamin Franklin, e Autobiography of Benjamin Franklin

1. Whiteeld’s impact suggests that religious culture among British North American

colonists in the 1700s was most directly shaped by

(A) Roman Catholic inuences

(B) interest in commerce and business

(D) reliance on agriculture

2. Whiteeld’s open-air preaching contributed most directly to which of the following trends?

(A) e growth of the ideology of republican motherhood

(B) Greater independence and diversity of thought

(D) e pursuit of social reform

3. e preaching described in the excerpt is an example of which of the following

developments in the 1700s?

(A) e emergence of an idea of republican self-government

(B) e beginning of calls for the abolition of slavery

(D) e expansion of Protestant evangelism

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AP United States History Practice Exam

Section I, Part A

Questions 4–6 refer to the graph below.

Year

Migrants (thousands)

1820

1825 1830 1835 1840

1845

1850 1855

1860

120

160

200

240

280

320

360

400

440

120

160

200

240

280

320

360

400

440

United States Census Bureau

MIGRATION TO THE UNITED STATES, 1820 –1860

4. Which of the following was a signicant cause of the trend from 1843 to 1854 shown in

the graph?

(A) Active encouragement of migration by the United States government

(B) Economic and political diculties in Germany and Ireland

(D) Adoption of free trade policies by European governments

5. Which of the following was a direct eect of the trend in immigration aer 1845 shown

on the graph?

(A) An increase in sectional tensions

(B) A major economic downturn

(D) e collapse of the second party system

6. e main trend shown in the graph was most directly associated with which of the

following processes occurring in the United States at the time?

(A) e convergence of European and American cultures

(B) e emergence of an industrialized economy

(D) e resurgence of evangelical Protestantism

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AP United States History Practice Exam

Section I, Part A

Questions 7–9 refer to the excerpt below.

“e history of mankind is a history of repeated injuries and usurpations on the part of

man toward woman, having in direct object the establishment of an absolute tyranny over

her. To prove this, let facts be submitted to a candid world.

“He has never permitted her to exercise her inalienable right to the elective franchise.

“He has compelled her to submit to laws, in the formation of which she had no voice. . . .

“Having deprived her of this rst right of a citizen, the elective franchise, thereby leaving

her without representation in the halls of legislation, he has oppressed her on all sides. . . .

“He has taken from her all right in property, even to the wages she earns.”

Seneca Falls Convention, Declaration of Sentiments and Resolutions, 1848

7. e ideas expressed in the excerpt most directly challenged the prevailing ideal in the

early nineteenth century that

(A) women should enjoy full and equal rights with men

(B) women should focus on the home and the domestic sphere

(D) women should educate their children about the rights and responsibilities of

citizenship

8. Which of the following developments in the second half of the nineteenth century best

represented the continuation of the ideas expressed in the declaration?

(A) e formation of voluntary organizations and reform eorts

(B) Women’s support for the Social Gospel

(D) A movement focused on religious revivals and personal conversion

9. Many supporters of the declaration in 1848 broke ranks with which of the following

groups by the 1870s?

(A) Social Darwinists

(B) Supporters of Southern secession and states’ rights

(D) Isolationists

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AP United States History Practice Exam

Section I, Part A

Questions 10 and 11 refer to the excerpt below.

“Governments are instituted among Men, deriving their just powers from the consent

of the governed. at whenever any Form of Government becomes destructive of these

ends, it is the Right of the People to alter or to abolish it, and to institute new Government,

laying its foundation on such principles and organizing its powers in such form, as to

them shall seem most likely to eect their Safety and Happiness.”

omas Jeerson, Declaration of Independence, 1776

10. e excerpt was written in response to the

(A) British government’s attempt to assert greater control over the North American colonies

(B) British government’s failure to protect colonists from attacks by American Indians

(D) colonial governments’ attempts to extend political rights to new groups

11. e ideas about government expressed in the excerpt are most consistent with which of

the following?

(A) e concept of hereditary rights and privileges

(B) e belief in Manifest Destiny

(D) e ideas of the Enlightenment

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AP United States History Practice Exam

Section I, Part A

Questions 12–14 refer to the excerpt below.

“We conclude that in the eld of public education the doctrine of ‘separate but equal’ has

no place. Separate educational facilities are inherently unequal.”

Chief Justice Earl Warren, writing the unanimous opinion of the United States

Supreme Court in Brown v. Board of Education of Topeka, 1954

12. Which of the following was the most immediate result of the decision excerpted?

(A) Radicals critiqued government actions as doing too little to transform the racial

status quo.

(B) Education advocates raised awareness of the eect of poverty on students’ opportunities.

(D) Segregationists in southern states temporarily closed many public schools in an

eort to resist the decision.

13. e decision excerpted most directly reected a growing belief aer the Second World

War that the power of the federal government should be used to

(A) promote greater racial justice

(B) revitalize cities

(D) defend traditional visions of morality

14. e Brown decision reversed which of the following earlier decisions?

(A) Marbury v. Madison, which established the principle of judicial review

(B) Worcester v. Georgia, which established that the federal government rather than

individual states had authority in American Indian aairs

(D) Plessy v. Ferguson, which endorsed racial segregation laws

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AP United States History Practice Exam

Section I, Part A

Questions 15 and 16 refer to the excerpt below.

“e system of quotas . . . was the rst major pillar of the Immigration Act of 1924. e

second provided for the exclusion of persons ineligible to citizenship. . . . Ineligibility

to citizenship and exclusion applied to the peoples of all the nations of East and South

Asia. Nearly all Asians had already been excluded from immigration. . . . e exclusion

of persons ineligible to citizenship in 1924 . . . completed Asiatic exclusion. . . . Moreover,

it codied the principle of racial exclusion into the main body of American immigration

and naturalization law.”

Mae M. Ngai, historian, Impossible Subjects: Illegal Aliens and the

Making of Modern America, 2004

15. e Immigration Act of 1924 most directly reected

(A) cultural tensions between scientic modernism and religious fundamentalism in

the 1920s

(B) conicts arising from the migration of African Americans to urban centers in

the North

cinema, and mass media

(D) social tensions emerging from the First World War

16. Which of the following evidence would best support Ngai’s argument in the excerpt?

(A) Census data showing the changing percentages of the foreign-born population

from 1920 to 1930

(B) Narratives describing the challenges of immigrant family life in the 1920s

foreign policy in the 1920s and 1930s

(D) Census data revealing the Great Migration of African Americans to cities in the

North and West in the 1920s

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AP United States History Practice Exam

Section I, Part A

Questions 17 and 18 refer to the excerpt below.

“I believe that it must be the policy of the United States to support free peoples who are

resisting attempted subjugation by armed minorities or by outside pressures. I believe we

must assist free peoples to work out their own destinies in their own way. I believe that

our help should be primarily through economic and nancial aid which is essential to

economic stability and orderly political processes.”

President Harry Truman, address before a joint session of Congress articulating

what would become known as the Truman Doctrine, 1947

17. In his statement Truman had the goal of

(A) restraining communist military power and ideological inuence

(B) creating alliances with recently decolonized nations

(D) avoiding a military confrontation with the Soviet Union

18. Truman issued the doctrine primarily in order to

(A) support decolonization in Asia and Africa

(B) support United States allies in Latin America

(D) bolster noncommunist nations, particularly in Europe

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AP United States History Practice Exam

Section I, Part A

Questions 19–21 refer to the late-nineteenth-century photograph below by journalist

Jacob Riis.

19. Conditions like those shown in the image contributed most directly to which of the

following?

(A) e passage of laws restricting immigration to the United States

(B) An increase in Progressive reform activity

(D) e weakening of labor unions such as the American Federation of Labor

20. e conditions shown in the image depict which of the following trends in the late

nineteenth century?

(A) e growing gap between wealthy people and people living in poverty

(B) e rise of the settlement house and Populist movements

(D) e migration of African Americans to the North

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AP United States History Practice Exam

Section I, Part A

21. Advocates for individuals such as those shown in the image would have most likely

agreed with which of the following perspectives?

(A) e Supreme Court’s decision in Plessy v. Ferguson was justied.

(B) Capitalism, free of government regulation, would improve social conditions.

(D) Government should act to eliminate the worst abuses of industrial society.

Questions 22 and 23 refer to the excerpt below.

“Excepting only Yosemite, Hetch Hetchy is the most attractive and wonderful valley

within the bounds of the great Yosemite National Park and the best of all the camp

grounds. People are now ocking to it in ever-increasing numbers for health and

recreation of body and mind. ough the walls are less sublime in height than those

of Yosemite, its groves, gardens, and broad, spacious meadows are more beautiful and

picturesque. . . . Last year in October I visited the valley with Mr. William Keith, the

artist. He wandered about from view to view, enchanted, made thirty-eight sketches,

and enthusiastically declared that in varied picturesque beauty Hetch Hetchy greatly

surpassed Yosemite. It is one of God’s best gis, and ought to be faithfully guarded.”

John Muir, Century Magazine, 1909

22. Which of the following aspects of Muir’s description expresses a major change in

Americans’ views of the natural environment?

(A) e idea that wilderness areas are worthy subjects for artistic works

(B) e idea that wilderness areas serve as evidence of divine creation

(D) e idea that mountainous scenery is more picturesque and beautiful than

at terrain

23. Muir’s ideas are most directly a reaction to the

(A) increasing usage and exploitation of western landscapes

(B) increase in urban populations, including immigrant workers attracted by a growing

industrial economy

(D) opening of a new frontier in recently annexed territory

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AP United States History Practice Exam

Section I, Part A

Questions 24–27 refer to the excerpt below.

“[H]istory and experience prove that foreign inuence is one of the most baneful foes of

republican government. . . . Excessive partiality for one foreign nation and excessive dislike

of another cause those whom they actuate to see danger only on one side and serve to veil

and even second the arts of inuence on the other. . . . e great rule of conduct for us,

in regard to foreign nations, is in extending our commercial relations to have with them

as little political connection as possible. So far as we have already formed engagements,

let them be fullled with perfect good faith. Here let us stop. Europe has a set of primary

interests which to us have none, or a very remote relation. Hence she must be engaged in

frequent controversies, the causes of which are essentially foreign to our concerns.”

George Washington, Farewell Address, 1796

24. e concerns expressed by Washington were a response to the

(A) debate over the proper treatment of American Indian tribes in the trans-

Appalachian West

(B) dispute over the possibility of annexing Canada from Great Britain

(D) conict with Great Britain over the treatment of American Loyalists

25. e ideas expressed in Washington’s address most strongly inuenced which United

States foreign policy decision in the twentieth century?

(A) e establishment of the United Nations in 1945

(B) e formation of the NATO alliance between the United States and Western

Europe in 1949

(D) e oil embargo against Japan in 1941

26. Which of the following groups most strongly opposed Washington’s point of view in

the address?

(A) Democratic-Republicans

(B) New England merchants

(D) Federalists

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AP United States History Practice Exam

Section I, Part A

27. Most historians would argue that the recommendations of Washington’s address ceased

to have a signicant inuence on United States foreign policy as a result of

(A) westward expansion in the nineteenth century

(B) support for Cuban revolutionaries in the Spanish-American War

World War

(D) involvement in the Second World War

Questions 28–30 refer to the excerpt below.

“e colonizers brought along plants and animals new to the Americas, some by design

and others by accident. Determined to farm in a European manner, the colonists

introduced their domesticated livestock—honeybees, pigs, horses, mules, sheep, and

cattle—and their domesticated plants, including wheat, barley, rye, oats, grasses, and

grapevines. But the colonists also inadvertently carried pathogens, weeds, and rats. . . .

Insum, the remaking of the Americas was a team eort by a set of interdependent species

led and partially managed (but never fully controlled) by European people.”

Alan Taylor, historian, American Colonies, 2001

28. e export of New World crops to the Old World transformed European society mostly by

(A) improving diets and thereby stimulating population growth

(B) encouraging enclosure of open lands and pushing workers o of farms

(D) fostering conicts among major powers over access to new food supplies

29. e patterns described in the excerpt most directly foreshadowed which of the

following developments?

(A) e spread of maize cultivation northward from present-day Mexico into the

American Southwest

(B) e population decline in Native American societies

(D) e emergence of racially mixed populations in the Americas

30. e trends described by Taylor most directly illustrate which of the following major

historical developments in the Atlantic world?

(A) e growth of mercantile empires that stretched across the Atlantic

(B) e increasing 46nglicization of the English colonies

(D) e rise of the trans-Atlantic slave trade

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AP United States History Practice Exam

Section I, Part A

Questions 31–34 refer to the map below.

L. Huron

Atlantic

Ocean

Up to 1700

Limit of Settlements

Up to 1750

Up to 1775

L. Erie

L. Ontario

BRITISH SETTLEMENT OF THE THIRTEEN COLONIES 1700–1775

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AP United States History Practice Exam

Section I, Part A

31. e map most directly depicts the

(A) inland expansion of the colonial population

(B) eects of industrialization

(D) decline of tobacco production

32. e pattern of colonial settlement up to 1700 resulted most directly from which of the

following factors?

(A) e large size of British colonial populations relative to American Indian

populations

British recognition of Native American sovereignty(B)

to Europe

(D) British government attempts to impose greater control over the colonies in the

late 1600s

33. e change in settlement patterns from 1700 to 1775 had which of the following

eects?

(A) A decrease in the coastal population

(B) An increase in conicts between British settlers and American Indians

(D) An increase in trade with French Canada

34. e change in settlement patterns from 1700 to 1775 best explains the

(A) development of economic dierences between the northern and southern colonies

(B) colonists’ diculties in eectively resisting the British military during the

American Revolution

(D) growth of social tensions between backcountry settlers and coastal elites

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AP United States History Practice Exam

Section I, Part A

Questions 35–37 refer to the excerpt below.

“[T]he condition of the African race throughout all the States where the ancient relation

between the two [races] has been retained enjoys a degree of health and comfort which

may well compare with that of the laboring population of any country in Christendom;

and, it may be added that in no other condition, or in any other age or country, has the

Negro race ever attained so high an elevation in morals, intelligence, or civilization.”

John C. Calhoun, political leader, 1844

35. Which of the following groups would have been most likely to support Calhoun’s views

expressed in the excerpt?

(A) Members of nativist political parties

(B) Members of the Whig Party

(D) Northern industrialists

36. Which of the following most directly undermines Calhoun’s assertions?

(A) Many slaves adopted elements of Christianity.

(B) Many slaves engaged in forms of resistance to slavery.

(D) A majority of White Southerners were not slaveholders.

37. In the 1840s and 1850s, the views expressed by Calhoun most directly contributed to

(A) the United States acquisition of new territory in the West

(B) increased sectional divisions between the North and the South

(D) the rise of voluntary organizations to promote religious reform

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AP United States History Practice Exam

Section I, Part A

Questions 38–40 refer to the excerpt below.

“My purpose is not to persuade children from their parents; men from their wives; nor

servants from their masters: only, such as with free consent may be spared: But that each

[English] parish, or village, in city or country, that will but apparel their fatherless children,

of thirteen or fourteen years of age, or young married people, that have small wealth to

live on; here by their labor may live exceeding well: provided always that rst there be

sucient power to command them, . . . and sucient masters (as carpenters, masons,

shers, fowlers, gardeners, husbandmen, sawyers, smiths, spinsters, tailors, weavers, and

such like) to take ten, twelve, or twenty, or as is their occasion, for apprentices. e masters

by this may quickly grow rich; these [apprentices] may learn their trades themselves, to do

the like; to a general and an incredible benet for king, and country, master, and servant.”

John Smith, English adventurer, A Description of New England, 1616

38. e excerpt suggests that promoters such as Smith most typically presented migration

as a means for

(A) workers to achieve social mobility and economic opportunity

(B) people to earn wages to send home to their families

(D) joint-stock companies to generate prots

39. e excerpt would be most useful to historians as a source of information about which

of the following?

(A) e interaction of English colonial settlers with native populations in the early

seventeenth century

(B) e harsh realities of life in the early seventeenth-century American colonies,

including illness, high mortality rates, and starvation

participate in colonization eorts

(D) e nature of master and apprentice relationships in England in the early

seventeenth century

40. Which of the following was a major contrast between the New England colonies and

the colonies of France?

(A) e New England colonies were based on more diverse agriculture and commerce.

(B) e French settled more oen in cities and towns.

(D) New England developed a less rigid racial hierarchy.

Return to Table of Contents

AP United States History Practice Exam

Section I, Part A

Questions 41–43 refer to the excerpt below.

“ere is, at present, no danger of another insurrection against the authority of the United

States on a large scale, and the people are willing to reconstruct their State governments,

and to send their senators and representatives to Congress. But as to the moral value

of these results, we must not indulge in any delusions. . . . [T]here is, as yet, among the

southern people an utter absence of national feeling. . . .

“Aside from the assumption that the Negro will not work without physical compulsion,

there appears to be another popular notion . . . that the Negro exists for the special object

of raising cotton, rice and sugar for the whites, and that it is illegitimate for him to indulge,

like other people, in the pursuit of his own happiness in his own way.”

Carl Schurz, Report on the Condition of the South, 1865

41. Schurz’s analysis most directly illustrated the debates about which of the following

issues in the South?

(A) e industrialization of the South

(B) e issuing of the Emancipation Proclamation

(D) e extent of federal legislative power

42. e attitudes of White Southerners described by Schurz contributed to which of the

following developments in the last quarter of the nineteenth century?

(A) e sale of most plantations to African Americans to keep them in the South

(B) e establishment of sharecropping throughout the South

(D) e rise of the Whig Party in the South

43. Eorts by Republicans such as Schurz to establish a base for their party in the South

aer the Civil War ultimately failed because

(A) Republicans feared the South would secede again if the party became too successful

(B) Republican opposition to African American rights alienated many White

Southerners

environment

(D) Republicans believed it better to withdraw from the South than to become

corrupted by Southern politics

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AP United States History Practice Exam

Section I, Part A

Questions 44–46 refer to the excerpt below.

“e peace-loving nations must make a concerted eort in opposition to those violations

of treaties and those ignorings of humane instincts which today are creating a state

of international anarchy and instability from which there is no escape through mere

isolation or neutrality.

“ose who cherish their freedom and recognize and respect the equal right of their

neighbors to be free and live in peace, must work together for the triumph of law and

moral principles in order that peace, justice and condence may prevail in the world.

ere must be a return to a belief in the pledged word, in the value of a signed treaty.

ere must be recognition of the fact that national morality is as vital as private morality.”

President Franklin Roosevelt, Quarantine Speech, 1937

44. e ideas expressed in the excerpt diered from the prevailing United States approach

to foreign policy issues primarily in that Roosevelt was

(A) arguing to expand the role of the United States in the world

(B) encouraging the United States to avoid political entanglements in Europe

(D) encouraging new laws that would give the United States international police power

45. e excerpt best reects an eort by Roosevelt to

(A) encourage the ratication of the Treaty of Versailles

(B) promote the acquisition of new territories abroad

(D) overcome opposition to participation in the impending Second World War

46. Which of the following best represents continuity in the years aer 1945 with the ideas

that Roosevelt expressed in the excerpt?

(A) e conviction and execution of suspected Soviet spies in the United States

(B) United States membership in an international collective security organization

(D) e rise of peace organizations opposed to the buildup and use of nuclear weapons

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AP United States History Practice Exam

Section I, Part A

Questions 47–49 refer to the poster below.

Courtesy of Library of Congress, LC-USZ62-117090

47. e poster most directly reects the

(A) wartime mobilization of United States society

(B) emergence of the United States as a leading world power

(D) wartime repression of civil liberties

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AP United States History Practice Exam

Section I, Part A

48. e poster was intended to

(A) persuade women to enlist in the military

(B) promote the ideals of republican motherhood

(D) convince women that they had an essential role in the war eort

49. Which of the following represents a later example of the change highlighted in the poster?

(A) Feminist calls for equal economic opportunities in the 1970s

(B) e growing feminist protests against United States military engagements abroad

in the 1970s

the 1970s and 1980s

(D) e growing popular consensus about appropriate women’s roles in the 1980s and 1990s

Questions 50 and 51 refer to the excerpt below.

“e era of big government is over but we can’t go back to a time when our citizens were

just le to fend for themselves. We will meet them by going forward as one America, by

working together in our communities, our schools, our churches and synagogues, our

workplaces across the entire spectrum of our civic life.”

President Bill Clinton, radio address to the nation, 1996

50. Which of the following actions by the Clinton administration best reects the ideas

about the scope of government expressed in the excerpt?

(A) e decision to pursue military peacekeeping interventions in the Balkans and Somalia

(B) e enactment of welfare reform to restrict benets and encourage self-reliance

(D) e eort to enact universal health care legislation

51. e ideas expressed by Clinton in the excerpt were most similar to those of which

twentieth-century president?

(A) Lyndon Johnson

(B) Ronald Reagan

(D) Woodrow Wilson

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AP United States History Practice Exam

Section I, Part A

Questions 52–55 refger to the excerpt below.

“Shortly aer this, my mother’s widowed sister, . . . who kept a factory boarding house in

Lowell [Massachusetts], advised her to come to that city. . . .

“My mother, feeling obliged to have help in her work besides what I could give, and also

needing the money which I could earn, allowed me . . . to go to work in the mill. . . .

“e working hours of all the girls extended from ve o’clock in the morning until seven

in the evening, with one half hour for breakfast and dinner. . . .

“I cannot tell you how it happened that some of us knew about the English factory

children, who as it was said, were treated so badly. . . .

“In contrast to this sad picture, we thought of ourselves as well o . . . enjoying ourselves in

our own good way, with our good mothers and our warm suppers awaiting us.”

Harriet Hanson Robinson, Loom and Spindle, or Life Among Early Mill Girls,

describing events in the 1830s, published in 1898

52. Which of the following most directly contributed to the developments described in

the excerpt?

(A) e concept of republican motherhood aer the American Revolution

(B) Large-scale immigration from southern and eastern Europe

(D) e wartime need for women to ll jobs previously held by men

53. e developments described in the excerpt most directly reect which of the following

changes in the rst half of the 1800s?

(A) e sharp increase in the number of workers making goods for distant markets

(B) Women’s acquisition of new legal rights independent of their fathers and husbands

(D) Many women’s embrace of the idea of separate spheres

Return to Table of Contents

AP United States History Practice Exam

Section I, Part A

54. Which of the following was a major dierence in economic development between the

Northeast and the South in the rst half of the 1800s?

(A) Southern exports had a far lower value than exports from the Northeast.

(B) Banking and shipping grew more rapidly in the South than in other regions.

(D) e South had few commercial connections with other regions of the United States.

55. Robinson’s assertion that she and the other workers were “well o” would be

challenged during the second half of the nineteenth century by which of the following?

(A) e growing corporate need for clerical workers that brought many women into

oce jobs

(B) Declining household incomes of working families as a result of businesses’

unwillingness to employ children

employees

(D) Confrontations between unions and factory management over wages and working

conditions

Return to Table of Contents

AP United States History Practice Exam

Section I, Part A

Part B: Short-Answer Questions

There are four short-answer questions on the exam. Students answer Question 1 and

Question 2. They then choose to answer either Question 3 or Question 4. Note that the short-

answer questions do not require students to develop and support a thesis statement.

“[W]e have in [United States history] a recurrence of the process of evolution in each

western area reached in the process of expansion. us American development has

exhibited not merely advance along a single line, but a return to primitive conditions on

a continually advancing frontier line, and a new development for that area. American

social development has been continually beginning over again on the frontier. is

perennial rebirth, this uidity of American life, this expansion westward with its new

opportunities, its continuous touch with the simplicity of primitive society, furnish the

forces dominating American character. e true point of view in the history of this nation

is not the Atlantic coast, it is the Great West. . . . In this advance, the frontier is the outer

edge of the wave—the meeting point between savagery and civilization.”

Frederick Jackson Turner, historian, “e Signicance of the

Frontier in American History,” 1893

“[T]he history of the West is a study of a place undergoing conquest and never fully escaping

its consequences. . . . Deemphasize the frontier and its supposed end, conceive of the West

as a place and not a process, and Western American history has a new look. First, the

American West was an important meeting ground, the point where Indian America, Latin

America, Anglo-America, Afro-America, and Asia intersected. . . . Second, the workings

of conquest tied these diverse groups into the same story. Happily or not, minorities and

majorities occupied a common ground. Conquest basically involved the drawing of lines on

a map, the denition and allocation of ownership (personal, tribal, corporate, state, federal,

and international), and the evolution of land from matter to property.”

Patricia Nelson Limerick, historian, e Legacy of Conquest:

e Unbroken Past of the American West, 1987

1. Using the excerpts above, answer (a), (b), and (c).

(A) Briey describe ONE major dierence between Turner’s and Limerick’s historical

interpretations of the West.

(B) Briey explain how ONE specic historical event or development during the

period 1865 to 1898 that is not explicitly mentioned in the excerpts could be used

to support Turner’s interpretation.

period 1865 to 1898 that is not explicitly mentioned in the excerpts could be used

to support Limerick’s interpretation.

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AP United States History Practice Exam

Section I, Part B

Courtesy of the Library of Congress

2. Using the post–Civil War image above, answer (a), (b), and (c).

(A) Briey describe ONE perspective about citizenship expressed in the image.

(B) Briey explain ONE specic historical development that led to the change depicted

in the image.

challenged in the period 1866 to 1896.

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AP United States History Practice Exam

Section I, Part B

Choose EITHER Question 3 OR Question 4.

3. Answer (a), (b), and (c).

(A) Briey describe ONE specic historical dierence between the antislavery

movement in the period 1780–1810 and in the period 1830–1859.

(B) Briey describe ONE specic historical similarity between the antislavery

movement in the period 1780–1810 and in the period 1830–1859.

the period 1780–1810 or the period 1830–1859.

4. Answer (a), (b), and (c).

(A) Briey describe ONE specic historical similarity between mass media in the 1920s

and in the 1950s.

(B) Briey describe ONE specic historical dierence between mass media in the

1920s and in the 1950s.

the 1950s.

Scoring the Response

For a short-answer question, a good response should:

accomplish all three tasks set by the question. It should answer each task with complete

sentences and must show some specic knowledge of history to receive credit.

Depending on the question, a good response should:

explain a historical interpretation, compare two interpretations, and/or explain how

evidence relates to an interpretation.

go beyond simply quoting or paraphrasing primary or secondary sources in explaining their

meaning or signicance.

address causes and eects, similarities and dierences, or continuities and changes over

time for dierent historical issues, and provide specic evidence in relation to the prompt.

Return to Table of Contents

AP United States History Practice Exam

Section I, Part B

Section II

Part A: Document-Based Question

There will be one document-based question on the exam.

In the sample question that follows, the main reasoning skill being assessed is comparison,

though the document-based question on the exam may focus on other skills.

Question 1. Evaluate the extent to which diering ideas of national identity shaped views

of United States overseas expansion in the late nineteenth and early twentieth centuries.

Document 1

Source: E. E. Cooper, African American editor of the Washington, D.C., newspaper

Colored American, newspaper articles, 1898.

March 19: [The war with Spain will result in a] quickened sense of our duty toward

one another, and a loftier conception of the obligations of government to its

humblest citizen. . . . April 30: [Black participation in the war will bring about] an era of

good feeling the country over and cement the races into a more compact brotherhood

through perfect unity of purpose and patriotic anity [where White people will] . . .

unloose themselves from the bondage of racial prejudice.

Document 2

Source: William Graham Sumner, sociology professor at Yale University, “The Conquest

of the United States by Spain,” speech given at Yale in 1899.

The Americans have been committed from the outset to the doctrine that all men are

equal. We have elevated it into an absolute doctrine as a part of the theory of our social

and political fabric. . . . It is an astonishing event that we have lived to see American

arms carry this domestic dogma out where it must be tested in its application to

uncivilized and half-civilized peoples. At the rst touch of the test we throw the doctrine

away and adopt the Spanish doctrine. We are told by all the imperialists that these

people are not t for liberty and self-government; that it is rebellion for them to resist our

benecence; that we must send eets and armies to kill them if they do it; that we must

devise a government for them and administer it ourselves; that we may buy them or sell

them as we please, and dispose of their “trade” for our own advantage. What is that but

the policy of Spain to her dependencies? What can we expect as a consequence of it?

Nothing but that it will bring us where Spain is now.

Return to Table of Contents

AP United States History Practice Exam

Section II, Part A

Document 3

Source: Statement attributed to President William McKinley, describing to a church

delegation the decision to acquire the Philippines, 1899.

When next I realized that the Philippines had dropped into our laps, I confess I did not

know what to do with them. I sought counsel from all sides—Democrats as well as

Republicans—but got little help. . . . I walked the oor of the White House night after

night until midnight; and I am not ashamed to tell you, gentlemen, that I went down on

my knees and prayed to Almighty God for light and guidance more than one night. And

one night late it came to me this way—I don’t know how it was, but it came:

1. That we could not give them back to Spain—that would be cowardly and

dishonorable;

2. That we could not turn them over to France or Germany, our commercial rivals in

the Orient—that would be bad business and discreditable;

3. That we could not leave them to themselves—they were unt for self-government,

and they would soon have anarchy and misrule worse than Spain’s was; and

4. That there was nothing left for us to do but to take them all, and to educate the

Filipinos, and uplift and civilize and Christianize them and by God’s grace do the

very best we could by them. . . .

And then I went to bed and went to sleep, and slept soundly, and the next morning I sent

for the chief engineer of the War Department (our map-maker), and I told him to put the

Philippines on the map of the United States [pointing to a large map on the wall of his

oce], and there they are and there they will stay while I am president!

Document 4

Source: Jane Addams, social reformer, “Democracy or Militarism,” speech given in

Chicago, 1899.

Some of us were beginning to hope that . . . we were ready to accept the peace ideal . . .

to recognize that . . . the man who irrigates a plain [is] greater than he who lays it waste.

Then came the Spanish war, with its gilt and lace and tinsel, and again the moral issues

are confused with exhibitions of brutality. For ten years I have lived in a neighborhood

which is by no means criminal, and yet during last October and November we were

startled by seven murders within a radius of ten blocks. A little investigation of details

and motives . . . made it not in the least dicult to trace the murders back to the

inuence of the war. . . . The newspapers, the theatrical posters, the street conversations

for weeks had to do with war and bloodshed. The little children on the street played at

war, . . . killing Spaniards. The humane instinct . . . gives way, and the barbaric instinct

asserts itself.

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AP United States History Practice Exam

Section II, Part A

Document 5

Source: Theodore Roosevelt, “The Strenuous Life,” speech given to business owners and

local leaders, Chicago, 1899.

The Philippines oer a [grave] problem. . . . Many of their people are utterly unt for

self-government, and show no signs of becoming t. Others may in time become t but

at present can only take part in self-government under a wise supervision, at once rm

and benecent. We have driven Spanish tyranny from the islands. If we now let it be

replaced by savage anarchy, our work has been for harm and not for good. I have scant

patience with those who fear to undertake the task of governing the Philippines, and who

openly avow that they do fear to undertake it, or that they shrink from it because of the

expense and trouble; but I have even scanter patience with those who make a pretense of

humanitarianism to hide and cover their timidity, and who cant about “liberty” and the

“consent of the governed,” in order to excuse themselves for their unwillingness to play

the part of men. . . . Their doctrines condemn your forefathers and mine for ever having

settled in these United States.

Document 6

Source: William Jennings Bryan, speech, campaign for the presidency, 1900.

Imperialism is the policy of an empire. And an empire is a nation composed of dierent

races, living under varying forms of government. A republic cannot be an empire, for a

republic rests upon the theory that the government derive their powers from the consent

of the governed and colonialism violates this theory. We do not want the Filipinos for

citizens. They cannot, without danger to us, share in the government of our nation and

moreover, we cannot aord to add another race question to the race questions which we

already have. Neither can we hold the Filipinos as subjects even if we could benet them

by so doing. . . . Our experiment in colonialism has been unfortunate. Instead of prot,

it has brought loss. Instead of strength, it has brought weakness. Instead of glory, it has

brought humiliation.

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AP United States History Practice Exam

Section II, Part A

Document 7

Source: Puck, a satirical magazine, June 29, 1904.

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AP United States History Practice Exam

Section II, Part A

Scoring the Response

For the document-based question, a good response should:

contain an evaluative thesis that establishes the student's argument and responds to the

question. The thesis must consist of one or more sentences located in one place, either

in the introduction or the conclusion. Neither the introduction nor the conclusion is

necessarily limited to a single paragraph.

describe a broader historical context immediately relevant to the question that relates the

topic of the question to historical events, developments, or processes that occur before,

during, or after the time frame of the question. This description should consist of more than

merely a phrase or a reference.

explain how at least one additional piece of specic historical evidence, beyond those

found in the documents, relates to an argument about the question. (This example must be

dierent from the evidence used to earn the point for contextualization.) This explanation

should consist of more than merely a phrase or a reference.

use historical reasoning to explain relationships among the pieces of evidence provided in

the response and how they corroborate, qualify, or modify the argument, made in the thesis,

that addresses the entirety of the question. In addition, a good response should utilize the

content of at least six documents to support an argument about the question.

explain how the document’s point of view, purpose, historical situation, and/or audience is

relevant to the argument for at least four of the documents.

Return to Table of Contents

AP United States History Practice Exam

Section II, Part A

Part B: Long Essay Questions

Students will choose one of three long essay questions to answer. The long essay requires

students to demonstrate their ability to use historical evidence in crafting a thoughtful

historical argument. In the following questions, students will analyze an issue using the

reasoning skill of continuity and change over time.

The three questions focus on the same reasoning skills but apply them to dierent time

periods. This allows students to choose which time period and historical perspective they are

best prepared to write about.

Question 2. Evaluate the extent to which trans-Atlantic interactions fostered change in

labor systems in the British North American colonies from 1600 to 1763.

Question 3. Evaluate the extent to which new technology fostered change in United States

industry from 1865 to 1900.

Question 4. Evaluate the extent to which globalization fostered change in the United

States economy from 1945 to 2000.

Scoring the Response

For the long essay question, a good response should:

contain an evaluative thesis that establishes the student's argument and responds to the

question. The thesis should make a claim that addresses the skill indicated in the question.

The thesis must consist of one or more sentences located in one place, either in the

introduction or the conclusion. Neither the introduction nor the conclusion is necessarily

limited to a single paragraph.

explain how a relevant historical context inuenced the topic addressed in the question.

It should also relate the topic of the question to broader historical events, developments,

or processes that occur before, during, or after the time frame of the question. This

explanation should consist of more than merely a phrase or a reference.

use historical reasoning to explain relationships among the pieces of evidence provided in

the response and how they corroborate, qualify, or modify the argument, made in the thesis,

that addresses the entirety of the question.

Further exam resources such as sample student responses, scoring

guidelines, and past exam questions can be found on AP Central.

Return to Table of Contents

AP United States History Practice Exam

Section II, Part B

Answer Key and Question Alignment

to Course Framework

Multiple-Choice

Question

1 C Causation

Main Practice/Skill AssessedAnswer Learning Objective Key Concepts

CUL-1.0 2.2.I.B

2 B Causation CUL-1.0 2.2.I.A

3 D Contextualization CUL-1.0 2.2.I.B

4 B Causation MIG-1.0 5.1.II.A

5 C Causation CUL-4.0 5.1.II.A

6 B Contextualization MIG-1.0 4.2.III.A

7 B Contextualization CUL-3.0 4.2.II.C

8 A Continuity and Change over Time POL-2.0 6.3.II.B

9 C Contextualization CUL-3.0 5.3.II.B

10 A Analyzing Historical Evidence WOR-1.0 3.1.I.B

11 D Contextualization NAT-1.0 3.2.I.B

12 D Causation NAT-4.0 8.2.I.C

13 A Contextualization POL-2.0 8.2.I.B

14 D Continuity and Change over Time NAT-2.0 6.3.II.C

15 D Contextualization MIG-1.0 7.2.II.A

16 A Analyzing Historical Evidence MIG-1.0 7.2.II.A

17 A Analyzing Historical Evidence WOR-2.0 8.1.I.B, 9.3.I.A

18 D Analyzing Historical Evidence WOR-2.0 8.1.I.A

19 B Causation POL-2.0 7.1.II.A

20 A Contextualization WXT-2.0 6.1.I.C

21 D Contextualization POL-3.0 7.1.II.B

22 C Continuity and Change over Time GEO-1.0 7.1.II.C

23 A Contextualization GEO-1.0 6.2.II.A

24 C Contextualization WOR-1.0 3.3.II.B

25 C Continuity and Change over Time WOR-2.0 7.3.II.C

26 A Contextualization POL-1.0 3.2.II.B

27 D Continuity and Change over Time WOR-2.0 7.3.III

28 A Causation WOR-1.0 1.2.I.B

29 B Continuity and Change over Time GEO-1.0 1.2.II.A

Return to Table of Contents

AP United States History Practice Exam

Answer Key and Question Alignment

Multiple-Choice

Question Answer Main Practice/Skill Assessed Learning Objective Key Concepts

30 C Contextualization GEO-1.0 1.2.II

31 A Analyzing Historical Evidence MIG-2.0 3.3.I.B

32 C Causation WXT-2.0 2.2.I.B

33 B Causation WOR-1.0 2.1.III.E

34 D Causation MIG-2.0 3.3.I.B

35 C Contextualization WXT-1.0 5.2.I.A

36 B Analyzing Historical Evidence WXT-1.0 5.2.I.B

37 B Causation NAT-1.0 5.2.I

38 A Analyzing Historical Evidence MIG-1.0 2.1.I.C

39 C Analyzing Historical Evidence MIG-1.0 2.1.I.C

40 A Comparison MIG-1.0 2.1.I.C

41 C Contextualization POL-3.0 5.3.II.C

42 B Causation WXT-1.0 5.3.II.D

43 C Continuity and Change over Time POL-3.0 5.3.II.C

44 A Comparison WOR-2.0 7.3.II.E

45 D Analyzing Historical Evidence WOR-2.0 7.3.II.E

46 B Continuity and Change over Time WOR-2.0 8.1.I.A

47 A Contextualization NAT-3.0 7.3.III.B

48 D Analyzing Historical Evidence CUL-3.0 7.3.III.C

49 A Continuity and Change over Time CUL-3.0 8.2.II.A

50 B Contextualization POL-3.0 9.1.I.C

51 B Comparison POL-3.0 9.1.I.B

52 C Causation WXT-2.0 4.2.I.A

53 A Contextualization WXT-1.0 4.2.II.A

54 C Comparison WXT-2.0 4.2.III.C

55 D Analyzing Historical Evidence WXT-1.0 6.1.II.C

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AP United States History Practice Exam

Answer Key and Question Alignment

Short-Answer Question Main Practice/Skill Assessed Learning Objectives Key Concepts

1 Analyzing Secondary Sources GEO-1.0, MIG-2.0 6.2.II

2 Causation NAT-2.0 5.3.II.A,

5.3.II.C, 5.3.II.E

3 Comparison NAT-1.0 3.2.I.C, 5.2.I.B

4 Comparison CUL-2.0 7.2.I.A, 8.3.II.A

Document-Based

Question

Main Practice/Skill Assessed Learning Objectives Key Concepts

1 Comparison WOR-2.0, NAT-3.0 7.3.I.A, 7.3.I.B,

7.3.I.C

Long Essay Question Main Practice/Skill Assessed Learning Objectives Key Concepts

2 Continuity and Change over Time WXT-2.0 2.2.I.A, 2.2.I.B,

2.2.I.C, 2.2.I.D,

3.1.I.A, 3.1.I.B

3 Continuity and Change over Time WXT-3.0 6.1.I.B, 6.1.I.C,

6.1.I.D,

6.1.III.A, 7.1.I.A

4 Continuity and Change over Time WXT-2.0, WXT-3.0 8.3.I.A, 8.3.I.C,

9.3.I.A, 9.3.I.B,

9.3.I.C

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AP United States History Practice Exam

Answer Key and Question Alignment