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US

U N I T E D S T A T E S

H I S T O R Y

CourseDescription

M A Y 2 0 0 2 , M A Y 2 0 0 3

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Contents

Welcome to the AP Program . . . . . . . . . . . . . . . . . . . . .

AP Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

AP Exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Equity and Access . . . . . . . . . . . . . . . . . . . . . . . . . .

AP United States History . . . . . . . . . . . . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Student Selection . . . . . . . . . . . . . . . . . . . . . . . .

College Courses . . . . . . . . . . . . . . . . . . . . . . . . . .

Teaching the Course . . . . . . . . . . . . . . . . . . . . . .

Topic Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Examination . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sample Multiple-Choice Questions . . . . . . . . . .

Answers to Multiple-Choice Questions . . . . .

Sample Free-Resonse Questions . . . . . . . . . . . .

Part A: Document-Based Essay Question (DBPart B and Part C: Standard Essay Questions

AP Program Essentials . . . . . . . . . . . . . . . . . . . . . . . . . .

The AP Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . .

AP Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Grade Distributions . . . . . . . . . . . . . . . . . . . . . . .

AP and College Credit . . . . . . . . . . . . . . . . . . . . . . .

Why Colleges Give Credit for AP Grades . . . . .

Guidelines on Granting Credit for AP Grades . .

Finding Colleges That Accept AP Grades . . . . .

AP Scholar Awards and the AP International Diplo

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Welcome to the AP ProgramThe Advanced Placement Program is sponsored by the

non-profit membership association. AP offers 35 colleg

exams in 19 subject areas for highly motivated student

schools. Its reputation for excellence results from the

among secondary schools, colleges, and the College B2,900 universities and colleges worldwide grant credit,

ment, or both to students who have performed satisfac

and 1,400 institutions grant sophomore standing to stu

their requirements. Approximately 13,000 high schools

world participate in the AP Program; in May 2000, they

than 1.3 million AP Exams.You will find more information about the AP Progra

Course Description, and at www.collegeboard.com/ap.

maintained for the AP Program by collegeboard.com, a

site for students and parents.

AP Courses AP courses are available in the subject areas listed on

(Unless noted, an AP course is equivalent to a full-year

Each course is developed by a committee composed o

AP teachers. Members of these Development Committ

the College Board and serve for overlapping terms of u

AP Exams

For each AP course, an AP Exam is administered at pa

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http://slidepdf.com/reader/full/cd-us-history-02-03 8/56Equity and Access

AP Subject Areas AP Courses and Exa Art Art History; Studio Art:

Portfolio; Studio Art: 2

Studio Art: 3-D Portfol

Biology Biology

Calculus AB; BC

Chemistry ChemistryComputer Science A*; AB

Economics Macroeconomics*; Mic

English Language and Compos

and Composition; Inte

Language (APIEL™)

Environmental Science Environmental SciencFrench Language; Literature

German Language

Geography Human Geography*

Government and Politics Comparative*; United

History European; United Stat

Latin Literature; VergilMusic Music Theory

Physics B; C: Electricity and M

C: Mechanics*

Psychology Psychology*

Spanish Language; Literature

Statistics Statistics*

** This subject is the equivalent of a half-year college course.

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AP United States History

Introduction

Shaded text indicates important new changes in this su

The Advanced Placement Program (AP) course and United States History are intended for qualified student

plete studies in secondary school equivalent to college

courses in U.S. history. The examination presumes at le

year of college-level preparation, descriptions of which

booklet.

The inclusion of historical source material in the cou

in the examination is not intended as an endorsement bor Educational Testing Service of the content, ideas, or

the material. The material has been selected by historia

members of the Development Committee. In their judg

printed here reflects the course of study on which this

based and is therefore appropriate to use to measure th

edge acquired in this course.

The Course

Purpose

The AP program in United States History is designed towith the analytic skills and factual knowledge necessar

with the problems and materials in United States histor

pares students for intermediate and advanced college c

demands upon them equivalent to those made by full-y

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outstanding grade records. Many students lacking outs

have successfully completed AP courses and obtained

advanced placement through the AP Examination. The

is generally offered to eleventh and twelfth graders; ab

students who take the examination are eleventh grader

College Courses

Introductory United States history courses vary consid

vidual colleges. Most institutions offer a survey course

chronological coverage and readings on a broad variety

special fields as economic history, cultural and intellec

social history, in addition to political-constitutional and

Other colleges offer courses that concentrate on selectlogical periods. However, both types of courses are con

ing factual knowledge and critical analytic skills.

Since there is no specific college course that an AP c

States History can duplicate in detailed content and co

AP course should be to provide the student with a learn

equivalent to that obtained in most college introductor

tory courses.

Teaching the Course

Most AP courses are designed to give students a ground

matter of United States history and in major interpretiv

derive from the study of selected themes. One commonduct a survey course in which a textbook, with supplem

the form of documents, essays, or books on special them

stantive and thematic coverage. A second approach is th

of a series of problems or topics through reading specia

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Topic Outline

The following topic outline is based on the tables of co

tative sample of textbooks used in AP U.S. History cou

intended as a guide for teachers structuring their cours

preparing to take the AP United States History Examin

not intended in any way to be prescriptive of what AP t

or AP students must study. It is illustrative only of topic

in any one edition of the examination.

1. Discovery and Settlement of the New World, 1492

A. Europe in the sixteenth century

B. Spanish, English, and French exploration

C. First English settlements

1. Jamestown2. Plymouth

D. Spanish and French settlements and long-term

E. American Indians

2. America and the British Empire, 1650–1754

A. Chesapeake countryB. Growth of New England

C. Restoration colonies

D. Mercantilism; the Dominion of New England

E. Origins of slavery

3. Colonial Society in the Mid-Eighteenth Century

A. Social structure

1. Family

2. Farm and town life; the economy

B. Culture

1 G t A k i g

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4. Road to Revolution, 1754–1775

A. Anglo-French rivalries and Seven Years’ War

B. Imperial reorganization of 1763

1. Stamp Act

2. Declaratory Act

3. Townshend Acts

4. Boston Tea Party

C. Philosophy of the American Revolution

5. The American Revolution, 1775–1783

A. Continental Congress

B. Declaration of Independence

C. The war

1. French alliance2. War and society; Loyalists

3. War economy

D. Articles of Confederation

E. Peace of Paris

F. Creating state governments

1. Political organization

2. Social reform: women, slavery

6. Constitution and New Republic, 1776–1800

A. Philadelphia Convention: drafting the Constitu

B. Federalists versus Anti-Federalists

C. Bill of Rights

D. Washington’s presidency1. Hamilton’s financial program

2. Foreign and domestic difficulties

3. Beginnings of political parties

E John Adams’ presidency

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C. War of 1812

1. Causes

2. Invasion of Canada

3. Hartford Convention

4. Conduct of the war

5. Treaty of Ghent

6. New Orleans

8. Nationalism and Economic Expansion

A. James Monroe; Era of Good Feelings

B. Panic of 1819

C. Settlement of the West

D. Missouri Compromise

E. Foreign affairs: Canada, Florida, the Monroe DF. Election of 1824: end of Virginia dynasty

G. Economic revolution

1. Early railroads and canals

2. Expansion of business

a. Beginnings of factory system

b. Early labor movement; women

c. Social mobility; extremes of wealth

3. The cotton revolution in the South

4. Commercial agriculture

9. Sectionalism

A. The South

1. Cotton Kingdom2. Southern trade and industry

3. Southern society and culture

a. Gradations of White society

b Nature of slavery: “peculiar institution”

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10. Age of Jackson, 1828–1848

A. Democracy and the “common man”

1. Expansion of suffrage

2. Rotation in office

B. Second party system

1. Democratic Party

2. Whig Party

C. Internal improvements and states’ rights:the Maysville Road veto

D. The Nullification Crisis

1. Tariff issue

2. The Union: Calhoun and Jackson

E. The Bank War: Jackson and Biddle

F. Martin Van Buren1. Independent treasury system

2. Panic of 1837

11. Territorial Expansion and Sectional Crisis

A. Manifest Destiny and mission

B. Texas annexation, the Oregon boundary, and C

C. James K. Polk and the Mexican War; slavery a

the Wilmot Proviso

D. Later expansionist efforts

12. Creating an American Culture

A. Cultural nationalism

B. Education reform/professionalismC. Religion; revivalism

D. Utopian experiments: Mormons, Oneida Comm

E. Transcendentalists

F National literature art architecture

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D. Dred Scott decision and Lecompton crisis

E. Lincoln-Douglas debates, 1858

F. John Brown’s raid

G. The election of 1860; Abraham Lincoln

H. The secession crisis

14. Civil War

A. The Union1. Mobilization and finance

2. Civil liberties

3. Election of 1864

B. The South

1. Confederate constitution

2. Mobilization and finance3. States’ rights and the Confederacy

C. Foreign affairs and diplomacy

D. Military strategy, campaigns, and battles

E. The abolition of slavery

1. Confiscation Acts

2. Emancipation Proclamation

3. Freedmen’s Bureau

4. Thirteenth Amendment

F. Effects of war on society

1. Inflation and public debt

2. Role of women

3. Devastation of the South

4. Changing labor patterns

15. Reconstruction to 1877

A. Presidential plans: Lincoln and Johnson

B Radical (congressional) plans

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16. New South and the Last West

A. Politics in the New South

1. The Redeemers

2. Whites and African Americans in the New S

3. Subordination of freed slaves: Jim Crow

B. Southern economy; colonial status of the Sout

1. Sharecropping

2. Industrial stirringsC. Cattle kingdom

1. Open-range ranching

2. Day of the cowboy

D. Building the Western railroad

E. Subordination of American Indians: dispersal

F. Farming the plains; problems in agricultureG. Mining bonanza

17. Industrialization and Corporate Consolidation

A. Industrial growth: railroads, iron, coal, electri

oil, banks

B. Laissez-faire conservatism

1. Gospel of Wealth

2. Myth of the “self-made man”

3. Social Darwinism; survival of the fittest

4. Social critics and dissenters

C. Effects of technological development on work

place

D. Union movement1. Knights of Labor and American Federation

2. Haymarket, Homestead, and Pullman

18 Urban Society

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19. Intellectual and Cultural Movements

A. Education

1. Colleges and universities

2. Scientific advances

B. Professionalism and the social sciences

C. Realism in literature and art

D. Mass culture

1. Use of leisure2. Publishing and journalism

20. National Politics, 1877–1896: The Gilded Age

A. A conservative presidency

B. Issues

1. Tariff controversy2. Railroad regulation

3. Trusts

C. Agrarian discontent

D. Crisis of 1890s

1. Populism

2. Silver question

3. Election of 1896: McKinley versus Bryan

21. Foreign Policy, 1865–1914

A. Seward and the purchase of Alaska

B. The new imperialism

1. Blaine and Latin America

2. International Darwinism: missionaries, politand naval expansionists

3. Spanish-American War

a. Cuban independence

b Debate on Philippines

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22. Progressive Era

A. Origins of Progressivism1. Progressive attitudes and motives

2. Muckrakers

3. Social Gospel

B. Municipal, state, and national reforms

1. Political: suffrage

2. Social and economic: regulationC. Socialism: alternatives

D. Black America

1. Washington, Du Bois, and Garvey

2. Urban migration

3. Civil rights organizations

E. Women’s role: family, work, education, unionisuffrage

F. Roosevelt’s Square Deal

1. Managing the trusts

2. Conservation

G. Taft

1. Pinchot-Ballinger controversy

2. Payne-Aldrich Tariff

H. Wilson’s New Freedom

1. Tariffs

2. Banking reform

3. Antitrust Act of 1914

23. The First World War A. Problems of neutrality

1. Submarines

2. Economic ties

3 Psychological and ethnic ties

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24. New Era: The 1920’s

A. Republican governments1. Business creed

2. Harding scandals

B. Economic development

1. Prosperity and wealth

2. Farm and labor problems

C. New culture1. Consumerism: automobile, radio, movies

2. Women, the family

3. Modern religion

4. Literature of alienation

5. Jazz age

6. Harlem RenaissanceD. Conflict of cultures

1. Prohibition, bootlegging

2. Nativism

3. Ku Klux Klan

4. Religious fundamentalism versus modernist

E. Myth of isolation

1. Replacing the League of Nations

2. Business and diplomacy

25. Depression, 1929–1933

A. Wall Street crash

B. Depression economy

C. Moods of despair1. Agrarian unrest

2. Bonus march

D. Hoover-Stimson diplomacy; Japan

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H. American people in the Depression

1. Social values, women, ethnic groups2. Indian Reorganization Act

3. Mexican American deportation

4. The racial issue

27. Diplomacy in the 1930’s

A. Good Neighbor Policy: Montevideo, Buenos AB. London Economic Conference

C. Disarmament

D. Isolationism: neutrality legislation

E. Aggressors: Japan, Italy, and Germany

F. Appeasement

G. Rearmament; Blitzkrieg; Lend-LeaseH. Atlantic Charter

I. Pearl Harbor

28. The Second World War

A. Organizing for war

1. Mobilizing production

2. Propaganda3. Internment of Japanese Americans

B. The war in Europe, Africa, and the Mediterran

D Day

C. The war in the Pacific: Hiroshima, Nagasaki

D. Diplomacy

1. War aims2. Wartime conferences: Teheran, Yalta, Potsd

E. Postwar atmosphere; the United Nations

29 Truman and the Cold War

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30. Eisenhower and Modern Republicanism

A. Domestic frustrations; McCarthyismB. Civil rights movement

1. The Warren Court and Brown v. Board of E

2. Montgomery bus boycott

3. Greensboro sit-in

C. John Foster Dulles’ foreign policy

1. Crisis in Southeast Asia2. Massive retaliation

3. Nationalism in Southeast Asia, the Middle E

America

4. Khrushchev and Berlin

D. American people: homogenized society

1. Prosperity: economic consolidation2. Consumer culture

3. Consensus of values

E. Space race

31. Kennedy’s New Frontier; Johnson’s Great Society

A. New domestic programs

1. Tax cut2. War on poverty

3. Affirmative action

B. Civil rights and civil liberties

1. African Americans: political, cultural, and e

2. The leadership of Martin Luther King, Jr.

3. Resurgence of feminism4. The New Left and the Counterculture

5. Emergence of the Republican Party in the S

6. The Supreme Court and the Miranda decisi

C Foreign Policy

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D. Supreme Court and Roe v. Wade

E. Watergate crisis and resignation

33. The United States since 1974

A. The New Right and the conservative social ag

B. Ford and Rockefeller

C. Carter

1. Deregulation2. Energy and inflation

3. Camp David accords

4. Iranian hostage crisis

D. Reagan

1. Tax cuts and budget deficits

2. Defense buildup3. New disarmament treaties

4. Foreign crises: the Persian Gulf and Central

E. Society

1. Old and new urban problems

2. Asian and Hispanic immigrants

3. Resurgent fundamentalism

4. African Americans and local, state, and nati

In addition to exposing students to the historical conte

AP course should also train students to analyze and int

sources, including documentary material, maps, statist

torial and graphic evidence of historical events. Studen

take notes from both printed materials and lectures or essay examinations, and write analytical and research p

be able to express themselves with clarity and precisio

cite sources and credit the phrases and ideas of others

Teacher and student access to an adequate library is

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AP classes require extra time on the part of the instr

tion, personal consultation with students, and the readnumber of written assignments than would be given to

classes. Accordingly, some schools reduce the assigned

any teacher offering such a class or classes.

Although many schools are able to set up special co

in some schools AP study may take the form of tutoria

with a regular course or a program of independent sods used could include educational television, videota

correspondence courses.

Examples of the organization and content (includin

AP United States History courses or equivalent colleg

found in the Teacher’s Guide to the Advanced Placem

United States History. See the back of this booklet fo

how to order this and other AP publications.

The Examination

The examination is 3 hours and 5 minutes in length and

sections: a 55-minute multiple-choice section and a 130response section. The free-response section begins wit

15-minute reading period. Students are advised to spen

15 minutes analyzing the documents and planning their

document-based essay question (DBQ) in Part A. Sugge

for the DBQ is 45 minutes.

Parts B and C each include two standard essay ques

the DBQ, cover the period from the first European exp

Americas to the present. Students are required to answ

tion in each part in a total of 70 minutes. Suggested tim

each of the essay questions they choose to answer in P

30

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diplomacy and international relations, and cultural and

opments. In the multiple-choice section, political institand public policy account for approximately 35 percen

and social change for approximately another 35 percen

questions are divided between the areas of diplomacy a

relations, approximately 15 percent; economic develop

mately 10 percent; and cultural and intellectual develop

mately 5 percent. A substantial number of the social anquestions deal with such traditional topics as the impac

social groups and the economy, or the pressures broug

political process by social and economic developments

inquiry is not neatly divided into categories, many ques

more than one area.

The questions in the multiple-choice section are des

dents’ factual knowledge, breadth of preparation, and k

analytical skills. Essay questions are designed, addition

sible for students from widely differing courses to dem

tery of historical interpretation and their ability to expr

knowledge in writing.

The standard essay questions may require students t

ments in different areas (e.g., the political implicationsissue), to analyze common themes in different time per

cept of national interest in United States foreign policy

individual or group experiences that reflect socioecono

or gender differences (e.g., social mobility and cultural

Although historiography is not emphasized in the exam

are expected to have a general understanding of key inmajor historical events. When questions based on litera

included, the emphasis will not be on literature as art b

tion to politics, social and economic life, or related cult

movements

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Although confined to no single format, the documen

DBQ are unlikely to be the familiar classics (the EmancProclamation or Declaration of Independence, for exam

authors may be major historical figures. The document

are chosen to illustrate interactions and complexities w

The material will include—where the question is suitab

cartoons, and pictures, as well as written materials. In

upon a broad spectrum of historical skills, the diversityallow students to assess the value of different sorts of d

The DBQ will typically require students to relate the

torical period or theme and, thus, to focus on major pe

this reason, outside knowledge is very important and

rated into the student’s essay if the highest scores are

should be noted that the emphasis of the DBQ will be o

thesis, not historical narrative.

The DBQ for the 2002 exam administration will fall

1860. This chronological period is applicable to the ope

scheduled alternate, and overseas forms of the exam.

Shortly after the administration of the 2002 examinat

logical period for the 2003 DBQ will be posted in the AP

College Board’s Web site: www.collegeboard.com/ap. Thwill be applicable to the operational, Braille, scheduled

seas forms of the 2003 exam. A sample DBQ appears in

Scores earned on the multiple-choice and free-respo

account for one-half of the student’s examination grad

response section, the DBQ counts for 45 percent; the t

count for 55 percent. Information about the process emthe exam, including the standards used and samples o

can be found in the 1996 United States History Relea

information for this and other publications can be foun

this booklet

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The difficulty of the multiple-choice section of the exam

ately set at such a level that a candidate has to answer the questions correctly to receive a grade of 3, in additi

able work on the broader questions in the free-respons

often ask whether they should guess on the multiple-ch

Haphazard or random guessing is unlikely to improve s

fourth of a point is subtracted from the score for each i

(No points are deducted for a blank answer.) Howeversome knowledge of the question and can eliminate one

choices, selecting the best answer from among the rem

usually to his or her advantage.

Following are questions comparable to those appear

choice section of the examination. As a group, they refl

tory (i.e., political, social, economic, cultural/intellectu

and chronological periods covered. An answer key to t

questions can be found on page 30.

Directions: Each of the questions or incomplete statem

five suggested answers or completions. Select the one

case.

1. Alexander Hamilton’s economic program was des

( A) prepare the United States for war in the even

vacate its posts in the Northwest

(B) provide a platform for the fledgling Federalis

campaign

(C) establish the financial stability and credit of t(D) ensure northern dominance over the souther

abolish slavery

(E) win broad political support for his own cand

dency in 1792

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3. The presidential election of 1840 is often considere

election because( A) the slavery issue was first raised in this camp

(B) there was a very low turnout of eligible voter

(C) voting patterns were similar to those later es

1890’s

(D) both parties for the first time widely campaig

eligible voters(E) a second era of good feeling had just come to

new departure in politics

4. The graph above refutes which of the following st( A) There were more Black people than White pe

lum South.

(B) Most southern families held slaves.

(C) Most southern families lived in rural areas

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6. During the closing decades of the nineteenth cent

complained about all of the following EXCEPT( A) rising commodity prices

(B) high interest charges

(C) high freight rates

(D) high storage costs

(E) large middleman profits

7. The Roosevelt Corollary to the Monroe Doctrine d

following?

( A) Prohibited United States intervention in the C

(B) Warned against European seizure of the Pana

(C) Sought to end the wave of nationalization of

property in the Caribbean.

(D) Declared the United States to be the “policem

Hemisphere.

(E) Provided United States military support for d

revolutions in Latin America.

8. One of the principal reasons the “noble experime

failed was that it led to an enormous increase in( A) drinking among minors

(B) absenteeism among factory workers

(C) the divorce rate

(D) child abuse

(E) law enforcement costs

9. Brown v. Board of Education of Topeka was a Su

decision that

( A) was a forerunner of the Kansas-Nebraska Ac

(B) established free public colleges in the United

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10. Joseph McCarthy’s investigative tactics found sup

Americans because( A) evidence substantiated his charges against th

(B) there was widespread fear of communist infi

States

(C) both Truman and Eisenhower supported him

(D) he worked closely with the FBI

(E) he correctly identified numerous communistState Department

11. The Tet offensive of 1968 during the Vietnam War

( A) bombing North Vietnam had severely curtaile

supplies

(B) the army of South Vietnam was in control of

(C) American strategy was working

(D) a negotiated settlement was in the near futur

(E) the Vietcong could attack major cities throug

12. Liberty of conscience was defended by Roger Wil

that

( A) all religions were equal in the eyes of God(B) the signers of the Mayflower Compact had gu

(C) Puritan ideas about sin and salvation were ou

(D) theological truths would emerge from the cla

(E) the state was an improper and ineffectual ag

the spirit

13. By the end of the seventeenth century, which of th

true of women in New England?

( A) They had begun to challenge their subordina

(B) They were a majority in many church congre

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15. The Embargo Act of 1807 had which of the follow

United States?( A) It severely damaged American manufacturing

(B) It enriched many cotton plantation owners.

(C) It disrupted American shipping.

(D) It was ruinous to subsistence farmers.

(E) It had little economic impact.

16. The National Road was constructed primarily for

( A) demarcating the southwestern boundary of t

Purchase

(B) promoting trade and communication with th

(C) opening the Southwest to ranchers

(D) assisting the movement of settlers to the Ore

(E) relieving overpopulation and crowding in the

17. The idea of Manifest Destiny included all of the fo

EXCEPT:

( A) Commerce and industry would decline as the

agricultural base.

(B) The use of land for settled agriculture was prfor nomadic hunting.

(C) Westward expansion was both inevitable and

(D) God had selected America as a chosen land a

(E) The ultimate extent of the American domain

tropics to the Arctic.

18. Which of the following statements about woman s

( A) The six states of New England were the first

woman suffrage.

(B) Woman suffrage was introduced into the Sou

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19. The American Federation of Labor under the lead

Gompers organized( A) skilled workers in craft unions in order to ac

gains

(B) all industrial and agricultural workers in “on

(C) unskilled workers along industrial lines

(D) workers and intellectuals into a labor party f

(E) workers into a fraternal organization to provand old-age benefits

20. In the period 1890–1915, all of the following were

African Americans EXCEPT:

( A) Voting rights previously gained were denied t

state laws and constitutions.

(B) Back-to-Africa movements were widely popu

Americans in urban areas.

(C) African American leaders disagreed on the p

attaining equal rights.

(D) Numerous African Americans were lynched,

African American individuals occurred in bot

South.(E) African Americans from the rural South migr

ern and northern cities.

21. Conservative Republican opponents of the Treaty

that the League of Nations would

( A) isolate the United States from postwar world(B) prevent the United States from seeking repar

Germany

(C) violate President Wilson’s own Fourteen Poin

(D) limit United States sovereignty

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23. Which of the following is true of the forced reloca

Americans from the West Coast during the Second( A) President Roosevelt claimed that military nec

action.

(B) The Supreme Court immediately declared the

tional.

(C) The relocation was implemented according t

visions for the internment of dissidents.(D) The Japanese Americans received the same t

accorded German Americans and Italian Ame

(E) Few of those relocated were actually United

24. Which of the following was an immediate consequ

Pigs incident?

( A) Congress demanded United States withdrawa

Canal Zone.

(B) The Soviet Union sent missiles to Cuba.

(C) Americans began to view nuclear power plan

(D) The United States ended its military occupati

(E) China entered the Korean War.

25. The high inflation rates of the late 1960’s and early

ily the result of

( A) major state and federal tax increases

(B) increased investment in major industries

(C) spending on social-welfare programs and the

(D) a decline in foreign trade(E) deregulation of key transportation and defen

26. Which of the following was true of a married wom

colonial era?

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27. Which of the following colonies required each com

more families to provide a teacher of reading and( A) Pennsylvania

(B) Massachusetts

(C) Virginia

(D) Maryland

(E) Rhode Island

28. The area marked X on the map was part of

( A) Massachusetts’ Western Reserve(B) the Northwest Territory

(C) the Louisiana Purchase

(D) the Mexican Cession

(E) the Oregon Country

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30. At the beginning of the Civil War, Southerners exp

following expectations EXCEPT:( A) The materialism of the North would prevent

fighting an idealistic war.

(B) Great Britain would intervene on the side of

preserve its source of cotton.

(C) Northern unity in the struggle against the Sou

eventually break.(D) The economic and military resources of the S

those of the North.

(E) The justice of the South’s cause would preva

31. Which of the following constitutes a significant ch

treatment of American Indians during the last half

century?

( A) The beginnings of negotiations with individu

(B) The start of a removal policy

(C) The abandonment of the reservation system

(D) The admission of all American Indians to the

States citizenship

(E) The division of the tribal lands among individ

32. “This, then, is held to be the duty of the man of w

surplus revenues which come to him simply as tru

is called upon to administer and strictly bound as

administer in the manner which, in his judgment,

produce the most beneficial results for the commwealth thus becoming the mere agent and trustee

brethren.’’

These sentiments are most characteristic of

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33. Many Mexicans migrated to the United States dur

War because( A) revolution in Mexico had caused social uphe

(B) immigration quotas for Europeans went unfil

war

(C) the war in Europe had disrupted the Mexican

(D) American Progressives generally held liberal

of racial assimilation(E) the United States government offered Mexica

exchange for military service

34. Which of the following has been viewed by some

cation of strong anti-Catholic sentiment in the pre

1928?

( A) The increased political activity of the Ku Klu(B) The failure of the farm bloc to go to the polls

(C) Alfred E. Smith’s choice of Arkansas senator

as his running mate

(D) Alfred E. Smith’s failure to carry a solidly De

(E) Herbert Hoover’s use of “rugged individualism

slogan

35. During his presidency, Harry S Truman did all of th

( A) abolish the Tennessee Valley Authority

(B) establish a new loyalty program for federal e

(C) extend Social Security benefits

(D) order the desegregation of the armed forces

(E) veto the Taft-Hartley Act

36. Which of the following best describes the Harlem

( A) The rehabilitation of a decaying urban area

(B) A t i g f Bla k a ti ti a d lit a

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38. All of the following concerns were addressed dur

Days” of the New Deal EXCEPT( A) banking regulation

(B) unemployment relief

(C) agricultural adjustment

(D) homeowner mortgage support

(E) court restructuring

39. Jimmy Carter and Ronald Reagan were similar as

dates in that both

( A) articulated the public’s desire for less involve

affairs

(B) capitalized on their status as Washington out

(C) promised Congress increased control over do

(D) renounced private fund-raising in support of

(E) had built national reputations as legislators

40. Richard Nixon’s 1968 political comeback to win th

partly attributed to

( A) dissension within the Democratic Party over

(B) the defection of Black voters to the Republic(C) Nixon’s cordial relations with the news medi

(D) Nixon’s great popularity as Eisenhower’s vice

(E) Nixon’s promise of immediate withdrawal of

from Vietnam

Answers to Multiple-Choice Questions

1–C 6–A 11–E 16–B 21–D 26–C 31–E

2–A 7–D 12–E 17–A 22–E 27–B 32–C

3 D 8 E 13 B 18 D 23 A 28 C 33 A

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Sample Free-Response Questions

The free-response section of the examination consists

includes a document-based essay question that must be

candidates. Parts B and C each include two standard es

Candidates must choose one essay question from each

together, the DBQ and the essays in Parts B and C of Se

period from the first European explorations of the AmeThe following are sample questions.

Part A: Document-Based Essay Question (DBQ)

Directions: The following question requires you to const

that integrates your interpretation of Documents A – I an

the period referred to in the question. High scores will be

essays that both cite key pieces of evidence from the doc

outside knowledge of the period. Some of the documents

and wording and punctuation have been modernized.

1. How successful was organized labor in improving t

ers in the period from 1875 to 1900? Analyze the fact

to the level of success achieved.

Use the documents and your knowledge of the per

1900 to construct your response.

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Document A

Source: Historical Statistics of the United S

HOURS AND WAGES OF INDUSTRIAL WO

1875–1891

INDEX OF A

AVERAGE DAILY DAILY WHOURS (January 18

1875 9.9 169

1876 9.9 158

1877 9.9 146

1878 9.9 140

1879 9.9 1371880 9.9 142

1881 9.9 160

1882 9.9 165

1883 9.9 166

1884 9.9 168

1885 9.9 1691886 9.8 170

1887 9.7 170

1888 9.7 170

1889 9.6 170

1890 9.6 172

1891 9.4 172

Document B

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Document C

Source: Thomas Nast cartoon in Harper’s Wee

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Document D

Source: The testimony of a machinist before the Senat

Labor and Capital, 1883

Question: Is there any difference between the condition

machinery is made now and those which existed ten ye

Answer: A great deal of difference.

Question: State the differences as well as you can.

Answer: Well, the trade has been subdivided and those

been again subdivided, so that a man never learns the m

now. Ten years ago he learned, not the whole of the tradof it. In the case of making the sewing-machine, for inst

the trade is so subdivided that a man is not considered

that way machinery is produced a great deal cheaper th

merly, and in fact, through this system of work, 100 men

what it took 300 or 400 men to do fifteen years ago.

Document E

Source: Western Union Telegraph Company employe

I, [ name] of [city] in consideration of my present ree

Western Union Telegraph Co. hereby promise and agree

said company that I will forthwith abandon any and all

nection or affiliation with any organization or society, w

open, which in anywise attempts to regulate the conditi

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Document F

Source: Frank Leslie’s Illustrated Newspaper , Jan

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Document G

Source: Coroner’s list of the killed, Pittsburgh, Pennsylv

(The New York Times, July 8, 1892)

The following are the names of those killed yesterday

the Coroner:

J. W. KLINE, Pinkerton detective, of Chicago

JOSEPH SOTAK, a striker of Homestead

PETER FERRIS, a laborer at the Homestead plant

SILAS WAIN of Homestead, who was watching the ba

mill yard

JOHN E. MORRIS, employed in the steel works at Ho

THOMAS WELDON of Homestead

EDWARD CONNORS, a Pinkerton detective of New YBORITZ MARKOWISKY of Homestead

PETER HEISE of Homestead

ROBERT FOSTER of Homestead

WILLIAM JOHNSON of Homestead

A number of others are reported dead, but the Coronenotification of their death.

Document H

Source: United States Supreme Court, In re De

The national government, given power by the Constitut

interstate commerce, has by express statute assumed ju

such commerce when carried upon railroads. It is charg

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Document I

Source: Testimony of Samuel Gompers before a c

established by the House of Representatives

Relations and Conditions of Capital and Labo

The working people find that improvements in the meth

and distribution are constantly being made, and unless

strike, or have the power to enter upon a strike, the imp

all go to the employer and all the injuries to the employ

American Republic was not established without some s

some sacrifice, and no tangible right has yet been achiev

of the people unless it has been secured by sacrifices an

Part B and C: Standard Essay Questions

Part B

Directions: Choose ONE question from this part. You a

5 minutes planning and 30 minutes writing your answe

historical evidence in support of your generalizations aarguments clearly and logically.

1. Analyze the cultural and economic responses of TW

groups to the Indians of North America before 175

British

French

Spanish

2. Assess the moral arguments and political actions o

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Part C

Directions: Choose ONE question from this part. You a5 minutes planning and 30 minutes writing your answe

historical evidence in support of your generalizations a

arguments clearly and logically.

3. To what extent did the United States achieve the o

to enter the First World War?

4. Discuss, with respect to TWO of the following, the

represented a period of profound cultural change.

Education

Gender roles

MusicRace relations

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AP Program Essentials

The AP Reading

In June, the free-response sections of the exams, as wein Studio Art, are scored by college and secondary sch

AP Reading. Thousands of these faculty consultants padirection of a Chief Faculty Consultant in each field. Tboth significant professional development and the oppwith like-minded educators; if you are an AP teacher olege faculty and would like to serve as a faculty consuonline in the AP section of the College Board’s Web sit

send an e-mail message to [email protected], or call PeServices at 609 406-5383.

AP Grades

The faculty consultants’ judgments on the essay and prtions are combined with the results of the computer-sc

questions, and the total raw scores are converted to AP

AP GRADE QUALIFICATION

5 Extremely Well Qualified4 Well Qualified3 Qualified

2 Possibly Qualified1 No Recommendation

Grade Distributions

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Why Colleges Give Credit for AP Grades

Colleges need to know that the AP grades they receivestudents represent a level of achievement equivalent towho take the same course in the colleges’ own classrolency is assured through several Advanced Placement

• College faculty serve on the committees that de

descriptions and examinations in each AP subje• College faculty are responsible for standard sett

in the evaluation of student responses at the AP• AP courses and exams are updated regularly, ba

results of curriculum surveys at up to 200 collegand the interactions of committee members with

nizations in their discipline.• College comparability studies are undertaken inmance of college students on AP Exams is comp AP students to confirm that the AP grade scale oaligned with current college standards.

In addition, the College Board has commissioned studi

“bottom-line” approach to validating AP Exam grades achievement of AP versus non-AP students in higher-leFor example, in the 1998 Morgan and Ramist “21-Colledents who were exempted from introductory courses aa higher-level course in college are compared, on the bgrades, with students who completed the prerequisite lege, then took the second, higher-level course in the sstudies answer the question of greatest concern to collstudents who are exempted from introductory coursescontinue in a subject area as students who took their flege? To see the results of several college validity stud

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Finding Colleges That Accept AP Grades

In addition to contacting colleges directly for their AP and teachers can use College Search, an online resourCollege Board through its Annual Survey of Colleges. Cbe accessed via the College Board’s Web site (www.cois worth remembering, though, that policies are subjecthe college directly to get the most up-to-date informat

AP Scholar Awards andthe AP International Diploma

The AP Program offers a number of awards to recogni

students who have demonstrated college-level achievecourses and exams. In addition, the AP International Dtifies the achievement of successful AP candidates whuniversity outside the United States.

For detailed information on AP Scholar Awards andqualification criteria, visit the AP Web site or contact tNational Office. Students’ questions are also answered

for Students and Parents; information about ordering the Bulletin can be found at the back of this booklet.

AP Calendar

To get an idea of the various events associated with rugram and administering the AP Exams, please refer to A Guide to the Advanced Placement Program; informand downloading the Guide can be found at the back o

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the exam can ever have access to or see the questions c

tion — this includes AP Coordinators and AP teachers.section must never be shared or copied in any manner. Various combinations of selected multiple-choice qu

from year to year to provide an essential method of esreliability, controlled levels of difficulty, and comparabexams. These goals can only be attained when the multions remain secure. This is why teachers cannot viewstudents cannot share information about these questiolowing the exam administration.

To ensure that all students have an equal chance to exam, AP Exams must be administered in a uniform mextremely important to follow the administration

procedures outlined in detail in the most recent A

Manual. The manual also includes directions on how conduct and other security problems. Any breach of sereported immediately through the test security hot linee-mail [email protected], or fax 609 406-9709).

Teacher Support

Look for these enhanced Web resources at www.colleg

• Information about AP Exam development, adminigrading, fees, and scheduling.

• Program news, such as exam format changes, op

surveys, ad hoc polls), and profiles of successful AP programs.

• A searchable catalog of teaching resources, includoutlines, sample syllabi and lesson plans, strategie

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• Online forums for exchanging ideas with AP teach

• Sample multiple-choice and free-response questio

To supplement these online resources, there are a numtions, CD-ROMs, and videos that can assist AP teacherfollowing pages for an overview and for ordering infor

Pre-AP™

Preparing Students for Challenging CoursPreparing Teachers for Student Success

Pre-AP has two objectives: (1) to promote access to AP

(2) to provide professional development through contegies to build a rigorous curriculum. Teachers employ Pmaterials to introduce skills, concepts, and assessmen pare students for success when they take AP and othedemic courses. Schools use Pre-AP strategies to strengcurriculum across grade levels, and to increase the acaall students.

Pre-AP professional development is available to teaBuilding Success workshops and through AP Vertical Tences and workshops.

• Building Success is a two-day workshop that asstory teachers in designing curricula for grade 7 an

learn strategies to help students engage in active qand constructing arguments. Workshop topics incinterdisciplinary teaching and learning, and vertic

• AP Vertical Teams are trained via one-day works

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For more information about Building Success worksho

ules of AP Vertical Teams workshops and conferencesCollege Board Regional Office. Alternatively, contact MPre-AP Initiatives, AP Program, The College Board, 45 New York, NY 10023-6992; 212 713-8156; mraibon@coll

AP Publications and Other Resourc

A number of AP publications, CD-ROMs, and videos arstudents, parents, AP Coordinators, and high school anlearn more about the AP Program and its courses and resources that may be of particular use to you, refer to

Students and Parents SP AP Coordinato

Administrators

Teachers T College Faculty

Ordering Information

You have several options for ordering publications:

• Online. Visit the College Board store to see descrof AP publications and to place your order.

• By mail. Send a completed order form with your card information to: Advanced Placement ProgramP.O. Box 6670, Princeton, NJ 08541-6670. If you ne

the order form, you can download one from the A(www.collegeboard.com/ap/library).

• By fax. Credit card orders can be faxed to AP Ord609 771-7385.

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Publications may be returned within 15 days of rece

paid and publications are in resalable condition and stotherwise specified, orders will be filled with the c

edition; prices are subject to change without notice.

Print

Items marked with a computer mouse icon can be dow

from the AP Library (www.collegeboard.com/ap/librar

AP Bulletin for Students and Parents: Free

This bulletin provides a general description of the AP P policies and procedures for preparing to take the examfor the AP courses. It describes each AP Exam, lists thing the exams, describes the grade reporting and awarto students, and includes the upcoming exam schedule

College and University Guide to the AP Program

This guide is intended to help college and university fatrators understand the benefits of having a coherent, eTopics included are validity of AP grades; developing ascoring standards; ensuring equivalent achievement; st porting AP; and quantitative profiles of AP students by

Course Descriptions: $12

Course Descriptions provide an outline of the AP courthe kinds of skills students are expected to demonstraing introductory college-level course, and describe the provide sample multiple-choice questions with an answsample free response questions A complete set of Cou

m

m

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Interpreting and Using AP Grades: Free

A booklet containing information on the development dards, the AP Reading, grade-setting procedures, and sto interpret AP grades.

Pre-AP: Achieving Equity, Emphasizing Excellenc

An informational brochure describing the Pre-AP conc

the characteristics of a successful Pre-AP program.

Released Exams: $20

($30 for “double” subjects: Calculus, Computer

Latin, Physics)

About every four years, on a staggered schedule, the Aa complete copy of each exam. In addition to providinquestions and answers, the publication describes the pthe free-response questions and includes examples of responses, the scoring standards, and commentary tharesponses received the scores they did.

Packets of 10: $30. For each subject with a released

chase a packet of 10 copies of that year’s exam for use(e.g., to simulate an AP Exam administration).

Secondary School Guide to the AP Program: $10

This guide is a comprehensive consideration of the APtopics such as developing or expanding an AP program

administration, and community support; AP Grade Repinterpretation; AP Scholar Awards; receiving college cteacher training resources; descriptions of successful Aschools around the country; and “Voices of Experience

m

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Teacher’s Guides: $12

For those about to teach an AP course for the first timenced AP teachers who would like to get some fresh idroom, the Teacher’s Guide is an excellent resource. Eacontains syllabi developed by high school teachers curthe AP course and college faculty who teach the equivcolleges and universities. Along with detailed course o

vative teaching tips, you’ll also find extensive lists of rteaching resources.

AP Vertical Team Guides

An AP Vertical Team (APVT) is made up of teachers frlevels who work together to develop and implement a

lum in a given discipline. The team’s goal is to help stuskills necessary for success in AP. To help teachers andwho are interested in establishing an APVT at their schBoard has published three guides: AP Vertical Teams

Social Studies, Foreign Language, Studio Art, and M

Introduction ($12); A Guide for Advanced Placement

Teams ($10); and Advanced Placement Program MathTeams Toolkit ($35). A discussion of the English Verticthe APVT concept, is also available on a 15-minute VH

Multimedia

EssayPrep®

EssayPrep is available through the AP subject pages ofWeb site. Students can select an essay topic, type a resevaluation from an experienced reader. The service is response portions of the AP Biology English Language

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APCD®: $49 (home version),

$450 (multi-network site license)These CD-ROMs are available for Calculus AB, EnglishLiterature, European History, Spanish Language, and Ueach include actual AP Exams, interactive tutorials, anincluding exam descriptions, answers to frequently askskill suggestions, and test-taking strategies. There is al

resources for further study and a planner to help studeorganize their study time.

Videoconference Tapes: $15

AP has conducted live, interactive videoconferences foenabling AP teachers and students to talk directly with

Committees that design and develop the AP courses anof these events are available in VHS format and are apminutes long.

AP: Pathway to Success

(video — available in English and Spanish): $15

This 25-minute video takes a look at the AP Program t people who know AP: students, parents, teachers, andstaff. They answer such questions as: “Why do it?” “Whcourses?” and “Is AP for you?” College students discusthey gained through taking AP courses, such as academimproved writing skills, and college credit. AP teacher

challenge of teaching AP courses means to them and tadmission staff explain how they view students who hselves by taking AP Exams. There is also a discussion an AP program has on an entire school and its commu

il bl i AP h h i

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2002 Exam Date: Friday, May 10, morning session

2003 Exam Date: Friday, May 9, morning session

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2000-01 Development Committee andChief Faculty Consultants

Jonathan M. Chu, University of Massachusetts at Boston, Chair Mary Frederickson, Miami University of Ohio, Oxford

Kathryn Hadlock-Piltz, Santa Monica High School, California

Raymond Hyser, James Madison University,Harrisonburg, Virginia

Ellen Parisi, Williamsville East High School, East Amherst, New York

Nancy Schick, Los Alamos High School, New MexicoChief Faculty Consultant: H. Roger Grant, Clemson University, South CarolinaChief Faculty Consultant Designate: Diane Vecchio, Furman University,

Greenville,South Carolina

ETS Consultants: Paul Borysewicz, Uma Venkateswaran

www.collegeboard.com/ap

I.N. 990192