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 2017–18 AP Exam Instructions

SEATING POLICY FOR AP UNITED STATES HISTORY EXAM

Exams Administered at Exams Administered at
Schools in the United States, Schools Outside the United
Canada, Puerto Rico, and States, Canada, Puerto Rico,
Testing Window the U.S. Virgin Islands and the U.S. Virgin Islands
Regularly Students must be seated
Scheduled Exams no less than 4 feet apart. Students must be seated
Late-Testing Students must be seated no less than 5 feet apart.
Exams no less than 5 feet apart.

SECTION I: Multiple Choice and Short Answer

› Do not begin the exam instructions below until you have completed the
appropriate General Instructions for your group.

Make sure you begin the exam at the designated time. Remember, you must complete
a seating chart for this exam. See pages 303–304 for a seating chart template and
instructions. See the 2017-18 AP Coordinator’s Manual for exam seating requirements
(pages 55–58).

If you are giving the regularly scheduled exam, say:

It is Friday morning, May 11, and you will be taking the AP United States
History Exam.

If you are giving the alternate exam for late testing, say:
It is Thursday morning, May 24, and you will be taking the AP United States
History Exam.

Look at your exam packet and confirm that the exam title is “AP United States
History.” Raise your hand if your exam packet contains any title other than
“AP United States History,” and I will help you.

Once you confirm that all students have the correct exams, say:
In a moment, you will open the exam packet. By opening this packet, you
agree to all of the AP Program’s policies and procedures outlined in the
2017-18 Bulletin for AP Students and Parents.
You may now remove the shrinkwrap from your exam packet and take out the
two Section I booklets. One is labeled Section I: Multiple Choice and Short
Answer, and the other is labeled Section I, Part B: Short-Answer Response
Booklet. Do not open the short-answer response booklet or the shrinkwrapped
Section II materials.
Place the short-answer response booklet and the seals on top of the
shrinkwrapped Section II exam materials, and set these aside on your desk.
You should now refer only to the Section I: Multiple Choice and Short Answer
booklet and your multiple-choice answer sheet. . . .
Carefully remove the AP Exam label found near the top left of your Multiple
Choice and Short Answer booklet cover. Place the label on page 1 of your
multiple-choice answer sheet on the light blue box near the top right corner
that reads “AP Exam Label.”

278 AP United States History Exam

2017–18 AP Exam Instructions

If students accidentally place the exam label in the space for the number label or vice

AP United States History Exam

versa, advise them to leave the labels in place. They should not try to remove the label;
their exam can still be processed correctly.

Listen carefully to all my instructions. I will give you time to complete each
step. Please look up after completing each step. Raise your hand if you have
any questions.
Give students enough time to complete each step. Don’t move on until all students are ready.

Read the statements on the front cover of the exam booklet. . . .

Sign your name and write today’s date. . . .
Now print your full legal name where indicated. . . .
Now turn to the back cover of your exam booklet and read it completely. . . .
Are there any questions? . . .
You will begin with the multiple-choice part of the exam. You may never discuss
the multiple-choice exam content at any time in any form with anyone, including
your teacher and other students. If you disclose the multiple-choice exam
content through any means, your AP Exam score will be canceled.
Put all pens aside. Does everyone have a pencil? . . .
Provide pencils as necessary.

Then say:
For U.S. History, you will use only the circles marked A–D on the answer sheet.
You must complete the answer sheet using a No. 2 pencil only. Mark one
response per question. Completely fill in the circles. If you need to erase, do
so completely. No credit will be given for anything written in the exam booklet.
Scratch paper is not allowed, but you may use the margins or any blank space in
the exam booklet for scratch work. Are there any questions? . . .
You have 55 minutes for the multiple-choice questions. If you finish before time is
called, you may check your work, but do not go on to Part B until I tell you to do so.
Your answer sheets will be collected at the end of the 55 minutes. Open your exam
booklet and begin.

Note Start Time . Note Stop Time .

Proctors should circulate throughout the testing room to check that students are marking
their answers in pencil on their multiple-choice answer sheets and that they are not
looking ahead to Part B or at the other exam booklets. Proctors should stop any students
who begin reading the Part B short-answer questions or begin writing in the Part B:
Short-Answer Response Booklet (this booklet should remain on top of the Section II
shrinkwrapped packet). These students should be redirected back to the multiple-choice
questions. If students complete the multiple-choice questions early they may recheck their
work on Part A or sit quietly until you give the next instruction.

After 45 minutes, say:

There are 10 minutes remaining.

After 10 minutes, say:

Stop working. Close your exam booklet and put your multiple-choice answer
sheet on your desk, faceup. Make sure you have your AP number label and an
AP Exam label on page 1 of your answer sheet.
Sit quietly while I collect your answer sheets. Do not reopen the exam booklet
until you are told to do so.

AP United States History Exam  279

 2017–18 AP Exam Instructions

Collect a multiple-choice answer sheet from each student. Check that each answer sheet
has an AP number label and an AP Exam label.

After all multiple-choice answer sheets have been collected, say:

Now put all pencils aside. Does everyone have a pen with black or dark
blue ink? . . .
Get your Student Pack from under your chair, and get the short-answer
response booklet that you set aside earlier. Leave the seals and the
shrinkwrapped Section II packet to the side. . . .
You should now have in front of you:
ƒ your Student Pack,
the Section I: Multiple Choice and Short Answer booklet, and
the short-answer response booklet.
For this part of the exam you need to answer 3 questions—Questions 1 and 2
are mandatory, then you must choose between answering Question 3 or
Question 4.
Look at the cover of the short-answer response booklet. Take an AP number
label from your Student Pack and place it in the box at the top of the page. Write
your AP number if you don’t have any labels. . . .
Now complete items 1 through 4 in the Important Identification Information. . . .
Now read the bulleted instructions under “As you complete this short-answer
response booklet.”. . .
This booklet has lined pages that are labeled with watermarks “Q1,” ”Q2,” and
“Q3 or Q4” that correspond to the short-answer questions you will answer. Are
there any questions? . . .
Place your Student Pack under your chair. . . .
The short-answer questions are in Part B of the Section I: Multiple Choice and
Short Answer booklet. Read the questions carefully. Your responses should
be brief; they should not be essays. Longer responses will not necessarily
receive higher scores than shorter ones that accomplish all the tasks set by the
question.
Remember—Questions 1 and 2 are mandatory, and you should choose to
answer either Question 3 or Question 4.
You must write your response to each question on the correct designated page.
You have 40 minutes for this part. Are there any questions before we begin? . . .
Turn to Part B in the exam booklet and make sure you have the short-answer
response booklet turned to page Q1. Begin working.

Note Start Time . Note Stop Time .

Check that students are writing their answers in their short-answer response booklet on
the lined pages designated for the questions. The booklet is designed to provide sufficient
space for responses. However, if a student requires additional space to complete responses,
provide lined paper. Instruct those students to write only their AP number, the exam section
(Section I, Part B), and the number of the question they are working on, at the top of each
extra sheet of paper they use. The shrinkwrapped Section II materials should still be on the
side and unopened.

280 AP United States History Exam

PAGE 2
COMPLETE THIS AREA AT EACH EXAM (IF APPLICABLE).

P. SURVEY QUESTIONS — Answer the survey questions in the AP Student Pack. Do not put responses to exam questions in this section.

1 A B C D E F G H I 4 A B C D E F G H I 7 A B C D E F G H I

2 A B C D E F G H I 5 A B C D E F G H I 8 A B C D E F G H I

3 A B C D E F G H I 6 A B C D E F G H I 9 A B C D E F G H I

Q. LANGUAGE — Do not complete this section unless instructed to do so.

If this answer sheet is for the French Language and Culture, German Language and Culture, Italian Language and Culture, Spanish Language
and Culture, or Spanish Literature and Culture Exam, please answer the following questions. Your responses will not affect your score.
1. Have you lived or studied for one month or more in a country where the language of the 2. Do you regularly speak or hear the language at home?
exam you are now taking is spoken?

Yes No Yes No

QUESTIONS 1–75

Indicate your answers to the exam questions in this section (pages 2 and 3). Mark only one response per question
for Questions 1 through 120. If a question has only four answer options, do not mark option E. Answers written in
the multiple-choice booklet will not be scored.

A B C D You must use a No. 2 pencil and marks must be complete. Do not use a mechanical pencil. It
EXAMPLES OF
COMPLETE MARK is very important that you fill in the entire circle darkly and completely. If you change your response,
INCOMPLETE MARKS A B C D erase as completely as possible. Incomplete marks or erasures may affect your score.

1 A B C D E 26 A B C D E 51 A B C D E
2 A B C D E 27 A B C D E 52 A B C D E
3 A B C D E 28 A B C D E 53 A B C D E
4 A B C D E 29 A B C D E 54 A B C D E
5 A B C D E 30 A B C D E 55 A B C D E
6 A B C D E 31 A B C D E 56 A B C D E
7 A B C D E 32 A B C D E 57 A B C D E
8 A B C D E 33 A B C D E 58 A B C D E
9 A B C D E 34 A B C D E 59 A B C D E
10 A B C D E 35 A B C D E 60 A B C D E
11 A B C D E 36 A B C D E 61 A B C D E
12 A B C D E 37 A B C D E 62 A B C D E
13 A B C D E 38 A B C D E 63 A B C D E
14 A B C D E 39 A B C D E 64 A B C D E
15 A B C D E 40 A B C D E 65 A B C D E
16 A B C D E 41 A B C D E 66 A B C D E
17 A B C D E 42 A B C D E 67 A B C D E
18 A B C D E 43 A B C D E 68 A B C D E
19 A B C D E 44 A B C D E 69 A B C D E
20 A B C D E 45 A B C D E 70 A B C D E
21 A B C D E 46 A B C D E 71 A B C D E
22 A B C D E 47 A B C D E 72 A B C D E
23 A B C D E 48 A B C D E 73 A B C D E
24 A B C D E 49 A B C D E 74 A B C D E
25 A B C D E 50 A B C D E 75 A B C D E

FOR OFFICIAL USE ONLY

R W O R W O
0 1 2 3 4 5 6 7 8 9 SELECTED MEDIA EXAMS OTHER EXAMS
Exam
0 1 2 3 4 5 6 7 8 9
PT02 TOTAL
0 1 2 3 4 5 6 7 8 9
Exam PT03 Subscore (if applicable)
0 1 2 3 4 5 6 7 8 9
PT04 Subscore (if applicable)

DO NOT WRITE IN THIS AREA

 PAGE 3
QUESTIONS 76–120

Be sure each mark is dark and completely fills the circle. If a question has only four answer options, do not mark option E.

76 A B C D E 91 A B C D E 106 A B C D E
77 A B C D E 92 A B C D E 107 A B C D E
78 A B C D E 93 A B C D E 108 A B C D E
79 A B C D E 94 A B C D E 109 A B C D E
80 A B C D E 95 A B C D E 110 A B C D E
81 A B C D E 96 A B C D E 111 A B C D E
82 A B C D E 97 A B C D E 112 A B C D E
83 A B C D E 98 A B C D E 113 A B C D E
84 A B C D E 99 A B C D E 114 A B C D E
85 A B C D E 100 A B C D E 115 A B C D E
86 A B C D E 101 A B C D E 116 A B C D E
87 A B C D E 102 A B C D E 117 A B C D E
88 A B C D E 103 A B C D E 118 A B C D E
89 A B C D E 104 A B C D E 119 A B C D E
90 A B C D E 105 A B C D E 120 A B C D E

QUESTIONS 121–126

For Students Taking AP Biology

Write your answer in the boxes at the top of the griddable area and fill in the corresponding circles.
Mark only one circle in any column. You will receive credit only if the circles are filled in correctly.

121 122 123 124 125 126

/ / / / / / / / / / / / / / / / / /

– . . . . . – . . . . . – . . . . . – . . . . . – . . . . . – . . . . .

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

QUESTIONS 131–142

For Students Taking AP Computer Science Principles, AP Physics 1, or AP Physics 2

Mark two responses per question. You will receive credit only if both correct responses are selected.

131 A B C D 135 A B C D 139 A B C D

132 A B C D 136 A B C D 140 A B C D
133 A B C D 137 A B C D 141 A B C D
134 A B C D 138 A B C D 142 A B C D

© 2017 The College Board. College Board, AP, Student Search Service and the acorn logo are registered trademarks of the College Board.

DO NOT WRITE IN THIS AREA

 ®
AP United States History Exam
SECTION I, Part A: Multiple Choice 2018
DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.
Instructions
At a Glance
Section I, Part A of this exam contains 55 multiple-choice questions. Fill in only the circles
Time for numbers 1 through 55 on your multiple-choice answer sheet. Because this section
55 minutes offers only four answer options for each question, do not mark the (E) answer circle for
Number of Questions any question.
55
Percent of Total Score Indicate all of your answers to the multiple-choice questions on the multiple-choice answer
40% sheet. No credit will be given for anything written in this exam booklet, but you may use
Writing Instrument the booklet for notes or scratch work. After you have decided which of the suggested
Pencil required
answers is best, completely fill in the corresponding circle on the multiple-choice answer
sheet. Give only one answer to each question. If you change an answer, be sure that the
previous mark is erased completely. Here is a sample question and answer.

Use your time effectively, working as quickly as you can without losing accuracy. Do not
spend too much time on any one question. Go on to other questions and come back to
the ones you have not answered if you have time. It is not expected that everyone will
know the answers to all of the multiple-choice questions.
Your total score on the multiple-choice section is based only on the number of questions
answered correctly. Points are not deducted for incorrect answers or unanswered
questions.

SECTION I, Part B: Short Answer

At a Glance Instructions
For Section I, Part B of this exam, answer Question 1 and Question 2 and either
Time Question 3 or Question 4. Write your responses in the Section I, Part B: Short-Answer
40 minutes Response booklet. You must write your response to each question on the lined page
Number of Questions designated for that response. Each response is expected to fit within its designated page.
3 Fill in the circle on the Section I, Part B: Short-Answer Response booklet indicating
Percent of Total Score whether you answered Question 3 or Question 4. Failure to do so may delay your score.
20%
Writing Instrument
Pen with black or dark
blue ink
Questions 1 and 2
Mandatory Form I
Question 3 or 4 Form Code 4OBP4-S
Choose One Question

07
The inclusion of source material in this exam is not intended as
an endorsement by the College Board or ETS of the content, ideas,
or values expressed in the material. The material has been selected
by the history faculty who serve on the AP United States History
Development Committee. In their judgment, the material printed here
reflects various aspects of the course of study on which this exam is
based and is therefore appropriate to use to measure the skills and
knowledge of this course.

-2-
 UNITED STATES HISTORY
SECTION I, Part A
Time—55 minutes
55 Questions

Directions: Each of the questions or incomplete statements is followed by four suggested answers or completions.
Select the one that is best in each case and then fill in the corresponding circle on the answer sheet.

Questions 1 and 2 refer to the following excerpt.

“We have as yet no certaine proofe or experience concerning the vertues of . . . Corne, although the . . .
Indians . . . are constrained to make a virtue of necessitie, and think it a good food: whereas we may
easily judge that it nourisheth but little, and is of a hard . . . digestion, a more convenient food for swine than
for men.”
John Gerard, English botanist, The Herball or Generall Historie of
Plantes, 1597

1. The development that brought “corne” to the 2. Gerard’s description of “corne” in the excerpt
attention of botanists such as Gerard is best best reflects which of the following?
known as the
(A) Curiosity about American Indian ways
(A) Columbian Exchange of life
(B) encomienda system (B) Assumptions about the superiority of
European culture
(C) trans-Atlantic slave trade
(C) Inability to find uses for North American
(D) Enlightenment
crops
(D) Concerns about economic threats posed by
North American imports

-3- GO ON TO THE NEXT PAGE.

Questions 3 - 5 refer to the following excerpt.

“Various are the reports and conjectures of the causes of the present Indian war. Some impute it to an
imprudent zeal in the magistrates of Boston to christianize those heathen before they were civilized and
enjoining them the strict observation of their laws. . . . Some believe there have been vagrant and Jesuitical
priests, who have made it their business, for some years past, to go from Sachem to Sachem, to exasperate the
Indians against the English and to bring them into a confederacy, and that they were promised supplies from
France and other parts to extirpate [eradicate] the English nation out of the continent of America.”

Edward Randolph, report of King Philip’s War (Metacom’s War) in

New England, 1676

3. The confederacy formed to “exasperate the 5. Compared with French and Spanish interactions
Indians against the English” was motivated with American Indians, English interaction with
primarily by which of the following? American Indians more often promoted
(A) Fraudulent trade deals between the leaders (A) respect for political alliances
of Plymouth Colony and the
(B) cultural blending
Wampanoags
(C) separation between the groups
(B) Dispossession of Wampanoag land and
threats to their sovereignty (D) assimilation of Americans Indians into
colonial societies
(C) Forced religious conversion of
Wampanoags by Puritan missionaries
(D) Intermarriage with the English, which
threatened Wampanoag cultural
independence

4. Which of the following best characterizes

relations between the English and American
Indians in New England following
Metacom’s War?
(A) Peaceful accommodation between both
groups
(B) Religious freedom for the English and
American Indians
(C) Dramatic decline and dispersion of the
American Indian population
(D) Recognition of American Indian property
and land rights

-4- GO ON TO THE NEXT PAGE.

Questions 6 and 7 refer to the following excerpt.

“That a British and American legislature, for regulating the administration of the general affairs of America,
be proposed and established in America, including all the said colonies; within, and under which government,
each colony shall retain its present constitution, and powers of regulating and governing its own internal
police, in all cases whatsoever.

“That the said government be administered by a President General, to be appointed by the King and a Grand
Council, to be chosen by the representatives of the people of the several colonies, in their respective
assemblies, once in every three years.”

Joseph Galloway, “A Plan of a Proposed Union Between Great Britain and

the Colonies,” proposal debated by the First Continental Congress, 1774

6. The excerpt most strongly suggests that in 1774 7. The key concern that Galloway’s plan was
which of the following was correct? designed to address was the
(A) The American colonists were united in (A) lack of American representation in the
their desire for independence from Great British Parliament
Britain.
(B) demand for back pay for veterans of the
(B) The American colonists felt the need to French and Indian War (Seven
unite against the threat from American Years’ War)
Indians.
(C) complaint about high tariffs imposed on
(C) Some members of the First Continental colonial merchants for exports to Great
Congress sought a compromise between Britain
submission to British authority and
(D) continuing security threat posed by the
independence.
French in Canada
(D) Some members of the First Continental
Congress thought it would be relatively
easy to unify the colonies and win
independence from Great Britain.

-5- GO ON TO THE NEXT PAGE.

Questions 8 - 10 refer to the following excerpt.

“The petition of a great number of blacks detained in a state of slavery in the bowels of a free and Christian
country humbly showeth that . . . they have in common with all other men a natural and inalienable right to
that freedom which the Great Parent of the Universe has bestowed equally on all mankind and which they
have never forfeited by any compact or agreement whatever. . . .

“[E]very principle from which America has acted in the course of their unhappy difficulties with Great
Britain pleads stronger than a thousand arguments in favor of your petitioners. They therefore humbly
beseech your honors to give this petition its due weight and consideration and cause an act of the legislature
to be passed whereby they may be restored to the enjoyments of that which is the natural right of all men.”

Petition for freedom to the Massachusetts Council and the House of

Representatives for the State of Massachusetts, January 1777

8. The ideas expressed in the excerpt contributed 10. Which of the following most likely helped to
most directly to which of the following? prompt the petition in the excerpt?

(A) The extension of voting rights to African (A) American colonists’ declaration of
Americans in the North independence from Britain
(B) The end of the trans-Atlantic slave trade (B) British promises of land for service in the
American Revolution
(C) The mass migration of African Americans
from the South to the North (C) The passage of the Stamp Act, a tax
imposed on the American colonies by the
(D) The adoption of plans for gradual
British Parliament
emancipation in the North
(D) The proliferation of religious revivals in
9. Which of the following developments from the the eighteenth century, commonly
1800s emerged from ideas most similar to those referred to as the Great Awakening
expressed in the excerpt?

(A) Campaigns by moral reformers to promote

temperance
(B) Efforts by American Indians to achieve
political sovereignty through treaties with
the United States government
(C) The ratification of the Fourteenth
Amendment to the United States
Constitution
(D) The passage of legislation by southern
states intended to nullify federal laws

-6- GO ON TO THE NEXT PAGE.

Questions 11 - 13 refer to the following excerpt.

“We, therefore, the people of the State of South Carolina, in convention assembled, do declare and ordain . . .
that the several acts and parts of acts of the Congress of the United States, purporting to be laws for the
imposing of duties and imposts on the importation of foreign commodities . . . are unauthorized by the
Constitution of the United States, and violate the true meaning and intent thereof and are null, void, and no
law, nor binding upon this State. . . .”

South Carolina Ordinance of Nullification, 1832

11. The ideas expressed in the excerpt emerged 13. Arguments similar to those expressed in the
most directly from a larger intellectual debate excerpt were later employed to justify which of
over the the following?
(A) balance between individual freedom and (A) The entry into the Mexican-American War
public order
(B) The passage of the Kansas-Nebraska Act
(B) expansion of slavery into the western
(C) The secession of most Southern states
territories
(D) The ratification of the Fourteenth
(C) priorities of United States foreign policy
Amendment
(D) relationship between the federal
government and the states

12. The excerpt most directly expresses an

economic perspective that

(A) prioritized regional interests

(B) discouraged international trade
(C) sought to protect United States
manufacturing
(D) supported the interests of organized labor
unions

-7- GO ON TO THE NEXT PAGE.

Questions 14 - 16 refer to the following excerpt.

“Resolved, That woman is man’s equal. . . .

“Resolved, That woman has too long rested satisfied in the circumscribed limits which corrupt customs . . .
have marked out for her, and that it is time she should move in the enlarged sphere . . . assigned her.

“Resolved, That it is the duty of the women of this country to secure to themselves their sacred right to the
elective franchise.

“Resolved, . . . That, being invested by the Creator with the same capabilities, and the same consciousness of
responsibility for their exercise, it is demonstrably the right and duty of woman, equally with man, to
promote every righteous cause, by every righteous means.”

Declaration of Sentiments and Resolutions (Seneca Falls Convention), 1848

14. The language and themes of the excerpt were 16. In the decades following the Civil War, the
most directly inspired by the woman’s rights movement that began at Seneca
Falls focused its energies most strongly on
(A) Articles of Confederation
(A) achieving the right to vote
(B) Declaration of Independence
(B) receiving equal pay for equal work
(C) Northwest Ordinance
(C) ending domestic violence
(D) United States Constitution
(D) gaining equal access to higher education
15. Which other “righteous cause” would
participants in the Seneca Falls Convention have
been most likely to support?

(A) Expansionism
(B) Nativism
(C) Abolitionism
(D) Conservationism

-8- GO ON TO THE NEXT PAGE.

Questions 17 - 19 refer to the following excerpt.

“For a few years in the 1850s, ethnic conflict among whites rivaled sectional conflict as a major political
issue. The immediate origins of this phenomenon lay in the sharp increase of immigration after 1845. . . . The
average quadrupled in the 1830s. But even this paled in comparison with the immigration of the late
1840s. . . . During the decade 1846–1855, more than three million immigrants entered the United
States—equivalent to 15 percent of the 1845 population. This was the largest proportional increase in the
foreign-born population for any ten-year period in American history. . . . Equal in significance to the increase
in the foreign-born population were changes in its composition.”

James M. McPherson and James K. Hogue, historians, Ordeal By Fire: The

Civil War and Reconstruction, 2010

17. Which of the following most directly 19. The conflict described in the excerpt is most
contributed to “the sharp increase of similar to conflict in what other period?
immigration after 1845” referenced in the
excerpt? (A) The period from after the Seven Years’ War
through the 1760s
(A) The Second Great Awakening
(B) The period from after the War of 1812
(B) Crop failures and revolutions in Europe through the 1820s
(C) Removal of American Indians from the (C) The period from after the First World War
Southeast through the 1920s
(D) Tariff policies during Andrew Jackson’s (D) The period from after the Second World
administration War through the 1950s

18. Which of the following could best be used as

evidence to support the argument in the excerpt
that “ethnic conflict among whites rivaled
sectional conflict as a major political issue” of
the period?
(A) Growing concern about the political and
cultural influence of Catholic immigrants
(B) Growing fear of political radicalism among
southern and eastern European
immigrants
(C) Increasing cultural influence of European
Romanticism in the United States
(D) Increasing support for the antislavery cause
among the immigrant community

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Questions 20 - 22 refer to the following excerpt.

“It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have
thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that
from these honored dead we take increased devotion to that cause for which they gave the last full measure of
devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under
God, shall have a new birth of freedom—and that government of the people, by the people, for the people,
shall not perish from the earth.”

Abraham Lincoln, Gettysburg Address, November 1863

20. After 1863, which of the following most 22. Lincoln’s main purpose in the excerpt was to
fulfilled the “new birth of freedom” that the
excerpt refers to? (A) advocate racial equality
(B) encourage the punishment of the South
(A) Ratification of the Thirteenth, Fourteenth,
and Fifteenth Amendments (C) propose expanded democratic voting rights
(B) The compromise that resolved the election (D) gain continued support for the war effort
of 1876
(C) Establishment of the Ku Klux Klan and
similar organizations
(D) Supreme Court rulings such as Plessy v.
Ferguson

21. Which of the following most directly

contributed to the conflict referred to in the
excerpt?

(A) Disputes over taxation and representation

(B) Tensions between isolationism and
international engagement
(C) Disagreements over whether to allow
slavery in new territories
(D) Debates about the role of religion in
society and government

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Questions 23 - 25 refer to the following excerpt.

“In August 1865, the photographer Marcus Ormsbee . . . took a formal portrait of several groups of craft
workers in their different shops. . . . At the center of the photograph, at Outcault’s carpentry shop, stands the
conventional artisan trio of master, journeyman, and apprentice, still at the heart of the city’s workshop
world—yet class differences mark these craftsmen’s every feature. . . . Brooding above everyone, a new brick
manufactory seals off its employees from the street and from public view. Small shop and large enterprise
converge; New York remains a blend of old and new.”

Sean Wilentz, historian, Chants Democratic, 1984

23. Which of the following most directly led to the 25. Which of the following is one important
changes described in the excerpt? continuity in urban life in the United States
throughout the nineteenth century?
(A) Innovative uses of photography to achieve
social change (A) Anarchism and similar radical ideologies
attracted many workers.
(B) Technological innovations in the
production of goods (B) Settlement houses assisted immigrants
with adapting to life in the United States.
(C) The economic hardship resulting from
years of civil war in the United States (C) Workers and employers
consistently maintained amicable
(D) The end of the apprenticeship system in
relationships.
craft work
(D) Immigrants formed an important part of
24. The conditions described in the excerpt most the manufacturing workforce.
directly contributed to the
(A) decrease in tariffs for manufactured goods
(B) growth of an organized labor movement
(C) expansion of government regulation of
industry
(D) loss of class distinctions in the United
States

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Questions 26 - 28 refer to the following 1871 image.

William M. “Boss” Tweed: “As long as I count the votes, what are you going to
do about it?”

Fotosearch/Getty Images

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26. The image was created most directly in 28. During the late nineteenth century, politicians
response to such as the one depicted in the image most
likely would have opposed which of the
(A) social reform efforts by settlement-house following?
workers
(A) Social services provided to immigrants by
(B) poll taxes and literacy tests that blocked
local politicians
African Americans from voting
(B) Granting American Indians full citizenship
(C) the power gained by urban political
and voting rights
machines
(C) The expansion of the transcontinental
(D) the exclusion of women from voting
railroad system

27. Which of the following changes to the United (D) Calls for reforms to local and state
States during the nineteenth century most governments
directly contributed to the development depicted
in the image?
(A) The rapid growth of cities
(B) The dismantling of the national bank
(C) The acquisition of territory in the West
(D) The rise of the People’s (Populist) Party

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Questions 29 - 32 refer to the following 1901 image.
Columbia’s Easter Bonnet

Courtesy of the Library of Congress

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29. The ideas addressed in the image most directly 31. The ideas expressed through the image reveal
relate to that in 1901, which of the following was most
true of the United States?
(A) opposition to the United States collective
security arrangement with Western (A) Theories of survival of the fittest had been
Europe widely rejected by the public.
(B) the fear of increased militarism among (B) Efforts to spread democracy overseas had
European and Pacific powers been largely peaceful.
(C) the increased visibility of women’s (C) Interventionism had become a more
organizations that criticized imperialism prevalent feature of foreign policy.
(D) debates about United States acquisition of (D) Women were encouraged to join the armed
overseas territories forces.

30. Which of the following most directly led to the 32. The developments referenced by the image most
circumstances illustrated by the image? directly contributed to United States
involvement in
(A) The United States victory in the
Spanish-American War (A) competition with Russia in opening trade
with Japan
(B) The Supreme Court ruling in Plessy v.
Ferguson (B) the suppression of an independence
movement in the Philippines
(C) The United States contributions to the
Allied victory in the First World War (C) acquisition of territory from Mexico
through the Treaty of Guadalupe Hidalgo
(D) The ratification of the Nineteenth
Amendment to the Constitution (D) an international monetary system that
supported free trade between nations

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Questions 33 - 35 refer to the following excerpt.

“The National Progressive Party, committed to the principle of government by a self-controlled democracy
expressing its will through representatives of the people, pledges itself to secure such alterations in the
fundamental law of the several States and of the United States as shall insure the representative character of
the government.”
Progressive Party Platform, 1912

33. The excerpt suggests that Progressives in the 35. Which of the following groups is most credited
early twentieth century most typically sought to with advancing Progressivism?
(A) challenge political inequality (A) Anarchist activists
(B) advocate a return to agrarianism (B) Recent immigrants
(C) justify the inequality of wealth (C) Agricultural workers
(D) oppose United States imperialism (D) Middle-class women

34. Progressivism, as described in the excerpt, has

the most in common with which of the
following later domestic policy initiatives?
(A) President Lyndon Johnson’s protection of
voting rights during the Great Society
(B) President Ronald Reagan’s deregulation of
industries
(C) President Bill Clinton’s changes to welfare
policy
(D) President Herbert Hoover’s support for
increased tariffs during the Great
Depression

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Questions 36 - 38 refer to the following excerpt.

“Beginning in the 1930s and lasting into the 1950s, black Chicago experienced a cultural renaissance. . . .
Chicago had become a major destination for black southern migrants. . . . It was also an urban industrial
center. This fact gave a unique working-class and internationalist perspective to the cultural work that would
take place there. . . .

“A desire to live freely in ‘the metropolis’ continued to characterize the aspirations of migrants as
second-wave Chicago migrants arrived. . . . The 1930s and 1940s witnessed a resurgence of black
working-class political radicalism that was captured and reflected in the expressive visual and literary
productions of Chicago Black Renaissance artists.”

Darlene Clark Hine, historian, The Black Chicago Renaissance, 2012

36. The “political radicalism” referred to in the 38. Which of the following most likely contributed
excerpt was most directly a response to the to the decline of the “political radicalism”
experience of referred to in the excerpt?

(A) desegregation (A) The drafting of young men to fight in

Vietnam
(B) economic depression
(B) Racial discrimination in the United States
(C) mass consumption
armed forces during the Second
(D) nativism World War
(C) Anticommunist measures during the
37. Before moving to Chicago, the people described Cold War
in the excerpt most likely were engaged in
which of the following? (D) Neglect of Black artists and culture during
the New Deal
(A) Sharecropping or tenant farming
(B) Gang labor on the railways
(C) Mining and other extractive industries
(D) Manufacturing in urban factories

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Questions 39 - 41 refer to the following excerpt.

“In the future days, which we seek to make secure, we look forward to a world founded upon four essential
human freedoms.

“The first is freedom of speech and expression—everywhere in the world.

“The second is freedom of every person to worship God in his own way—everywhere in the world.

“The third is freedom from want—which, translated into world terms, means economic understandings which
will secure to every nation a healthy peacetime life for its inhabitants—everywhere in the world.

“The fourth is freedom from fear—which, translated into world terms, means a world-wide reduction of
armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an
act of physical aggression against any neighbor—anywhere in the world.”

President Franklin D. Roosevelt, State of the Union address, January 1941

39. Roosevelt’s speech was most likely intended to 41. Which of the following most immediately
increase public support for increased enthusiasm in the United States for
upholding the freedoms outlined in the excerpt?
(A) extending New Deal programs to guarantee
unemployment benefits (A) The passage of a federal law providing
veterans with financial aid in housing and
(B) integrating the United States armed forces
education
(C) aiding the Allies in Europe during the
(B) The successful detonation of an atomic
Second World War
bomb as part of the Manhattan Project
(D) enhancing rights protected by the United
(C) The growing number of women working in
States Constitution
defense manufacturing

40. Which of the following most directly (D) The attack on the United States at
contributed to Roosevelt’s view that “freedom Pearl Harbor
from want” was necessary?

(A) The inspiration of Woodrow Wilson’s

vision for an international democratic
order
(B) The experience of domestic and global
economic upheavals during the 1930s
(C) The memory of federal agencies violating
some Americans’ civil liberties in the
1920s
(D) The fear of the Soviet threat to spread
communism to nations in the West

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Questions 42 - 44 refer to the following excerpt.

“[After the Second World War, Americans] wanted . . . a secure country. Security would enable them to take
advantage of the fruits of prosperity and peace. . . . And so they adhered to an overarching principle that
would guide them in their personal and political lives: containment. . . . Domestic containment was bolstered
by a powerful political culture that rewarded its adherents and marginalized its detractors. . . . [C]ontainment
aptly describes the way in which public policy, personal behavior, and even political values were focused on
the home. . . . Vast numbers of American women and men during the early years of the cold war . . . got
married, moved to the suburbs, and had babies. . . . [F]ew were willing to give up the rewards of conforming
for the risks of resisting the domestic path.”

Elaine Tyler May, historian, Homeward Bound: American Families in the

Cold War Era, 1988

42. The rise of what the excerpt describes as 44. A desire for greater national security in the
“domestic containment” most directly United States emerged immediately after the
contributed to which of the following Second World War because of fear of which of
characteristics of United States society during the following?
the period?
(A) The spread of international communism
(A) White Southern resistance to school
(B) Decolonization in Africa and Asia
integration
(C) The emergence of détente
(B) Greater cultural homogeneity
(D) Oil crises in the Middle East
(C) Evangelical Protestant churches’ increased
political engagement
(D) The popularity of liberal politics

43. The pattern described in the excerpt of

Americans who “got married, moved to the
suburbs, and had babies” most directly
contributed to which of the following long-term
developments?
(A) Increased immigration from abroad
(B) Greater concern about the environment
(C) Wage stagnation for the working and
middle classes
(D) The rise of youth rebellion through the
counterculture

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Questions 45 - 48 refer to the following graph.

United States Bureau of Labor Statistics

45. The overall trend from 1960 to 1970 depicted on 47. The overall trend from 1980 to 2010 depicted on
the graph resulted from all of the following the graph was most directly caused by the
EXCEPT the
(A) reliance of the United States on fossil fuels
(A) growth of corporations
(B) increasing integration of the United States
(B) continuation of federal investment into the world economy
(C) adoption of digital technologies (C) reforms to the United States social welfare
system
(D) development of new consumer products
(D) boom in the United States financial and
46. A development related to the overall trend from stock markets
1960 to 1980 depicted on the graph was the
48. The overall trend from 1980 to 2010 depicted on
(A) increase in public concern regarding air the graph most directly led to a decline in
and water quality
(A) income inequality
(B) widespread replacement of male factory
workers with female workers (B) immigration from abroad
(C) creation of the first trusts and monopolies (C) concern about the environment
(D) ban of free-trade agreements between (D) union membership
North American countries

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Questions 49 and 50 refer to the following excerpt.

“We are people of this generation, bred in at least modest comfort, housed now in universities. . . . Freedom
and equality for each individual, government of, by, and for the people—these American values we found
good. . . . As we grew, however, our comfort was penetrated by events too troubling to dismiss. . . . The
declaration ‘all men are created equal’ rang hollow before the facts of Negro life. . . . The proclaimed
peaceful intentions of the United States contradicted its economic and military investments in the Cold War
status quo. . . . America rests in national stalemate, . . . its democratic system apathetic and manipulated
rather than ‘of, by, and for the people.’”

Students for a Democratic Society, “The Port Huron Statement,” 1962

49. Which of the following most directly 50. Based on the excerpt, Students for a Democratic
contributed to the sentiments expressed in the Society would most likely support
excerpt?
(A) greater global economic integration under
(A) Concerns about the declining role of the United States leadership
United States in Western Europe
(B) expanded attempts to repress communists
(B) The increasing use of federal power to in the United States
combat racial discrimination
(C) a decrease in United States intervention
(C) Social inequalities exposed during the in Asia
Civil Rights movement
(D) reduced spending for government social
(D) Support for the equality of gays and programs
lesbians

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Questions 51 - 53 refer to the following excerpt.

“I will not accept the excuse that the federal government has grown so big and powerful that it is beyond the
control of any president, any administration or Congress. We are going to put an end to the notion that the
American taxpayer exists to fund the federal government. The federal government exists to serve the
American people. . . . We are taxing ourselves into economic exhaustion and stagnation, crushing our ability
and incentive to save, invest, and produce. This must stop.”

Ronald Reagan, speech accepting the Republican Party’s nomination for

president, 1980

51. Reagan’s administration implemented the ideas 53. The excerpt reflects many Americans’ belief at
expressed in the excerpt by the time that the federal government

(A) increasing defense spending (A) was responsible for building infrastructure
such as roads and schools
(B) reducing regulation of industry
(B) had been unable to solve social and
(C) expanding protection of the environment
economic problems
(D) eliminating major entitlement programs
(C) should vigorously resist communism
such as Medicaid
abroad

52. Which of the following would be most likely to (D) should avoid interfering in moral issues
support the views expressed in the excerpt?

(A) White males in the Sunbelt

(B) Women in the Northeast
(C) African Americans in the Midwest
(D) Latinos in the Southwest

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Questions 54 and 55 refer to the following excerpt.

“What is the phenomenon of globalization . . . ? Fundamentally, it is the closer integration of the countries
and peoples of the world which has been brought about by the enormous reduction of costs of transportation
. . . and the breaking down of artificial barriers to the flow of goods, services, capital, knowledge, and (to a
lesser extent) people across borders.”
Joseph E. Stiglitz, economist, Globalization and Its Discontents, 2002

54. Which of the following earlier trends was most 55. Which of the following contributed most
similar to the pattern described in the excerpt? directly to the trend described in the excerpt?
(A) The development of Atlantic world (A) The implementation of protective tariffs by
commerce in the 1600s and early 1700s trading nations
(B) The appearance of economic cycles in the (B) The spread of computer technology and
early 1800s Internet use
(C) The restrictions on immigration in the (C) The growth of labor unions’ economic
latter half of the 1800s influence
(D) The increases in worldwide tariffs during (D) The increased number and size of cities in
the Great Depression the United States

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