United States History Practice Exam

From the 2012 Administration

This Practice Exam from the 2012 international administration is provided by the College
Board for AP Exam preparation. Teachers are permitted to download the materials and make
copies to use with their students in a classroom setting only. To maintain the security of this
exam, teachers should collect all materials after their administration and keep them in a
secure location.
Exams may not be posted on school or personal websites, nor electronically redistributed for
any reason. Further distribution of these materials outside of the secure College Board site
disadvantages teachers who rely on uncirculated questions for classroom testing. Any
additional distribution is in violation of the College Board’s copyright policies and may result
in the termination of Practice Exam access for your school as well as the removal of access to
other online services such as the AP Teacher Community and Online Score Reports.
Contents

Exam Instructions
Student Answer Sheet for the Multiple-Choice Section
Section I: Multiple-Choice Questions
Section II: Free-Response Questions
Multiple-Choice Answer Key
Free-Response Scoring Guidelines
Scoring Worksheet

Note: This publication shows the page numbers that appeared in the 2011−12 AP Exam
Instructions book and in the actual exam. This publication was not repaginated to
begin with page 1.

© 2012 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks
of the College Board. All other products and services may be trademarks of their respective owners. Permission to use
copyrighted College Board materials may be requested online at: www.collegeboard.com/inquiry/cbpermit.html.
 B

Exam Instructions

The following contains instructions taken from

the 2011−12 AP Exam Instructions book.
 AP® United States History Exam
Regularly Scheduled Exam Date: Friday morning, May 11, 2012
Late-Testing Exam Date: Wednesday morning, May 23, 2012

Section I: At a Glance Section I: Multiple Choice Booklet Instructions

Total Time: Section I of this exam contains 80 multiple-choice questions. Fill in

55 minutes only the circles for numbers 1 through 80 on your answer sheet.
Number of Questions: Indicate all of your answers to the multiple-choice questions on the
80 answer sheet. No credit will be given for anything written in this exam
Percent of Total Score: booklet, but you may use the booklet for notes or scratch work. After
50% you have decided which of the suggested answers is best, completely fill
Writing Instrument: in the corresponding circle on the answer sheet. Give only one answer
Pencil required to each question. If you change an answer, be sure that the previous
mark is erased completely.
Use your time effectively, working as quickly as you can without losing
Section II: At a Glance 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
Total Time: you have time. It is not expected that everyone will know the answers
2 hours, 10 minutes to all of the multiple-choice questions.
Number of Questions: Your total score on the multiple-choice section is based only on the
3 number of questions answered correctly. Points are not deducted for
Percent of Total Score: incorrect answers or unanswered questions.
50%
Writing Instrument:
Pen with black or dark blue ink
Section II: Free Response Booklet Instructions
Reading Period Time:
The questions for Section II are printed in the Questions and Documents
15 minutes
booklet. You may use that booklet to organize your answers and for
Use this time to read the questions scratch work, but you must write your answers in this Section II: Free
and plan your answer to Part A, the
document-based question. Response booklet. No credit will be given for any work written in the
Questions and Documents booklet.
Writing Period Time:
1 hour, 55 minutes The proctor will announce the beginning and end of the reading period.
You are advised to spend the 15-minute period reading the question
Part A: and planning your answer to Part A, Question 1, the document-based
Mandatory Question 1 (DBQ) question. If you have time, you may also read the questions in Parts B
Suggested Time: and C. Do not begin writing in this booklet until the proctor tells you
to do so.
45 minutes
Percent of Section II Score: Section II of this exam requires answers in essay form. Write clearly
45% and legibly. Circle the number of the question you are answering at the
top of each page in this booklet. Begin each answer on a new page. Do
Part B: not skip lines. Cross out any errors you make; crossed-out work will
Choose One Question, not be scored.
Answer either question 2 or 3 Manage your time carefully. The proctor will announce the suggested
Suggested Time: time for each part, but you may proceed freely from one part to the
35 minutes (including 5 min. next. Go on to Parts B and C if you finish Part A early. You may review
planning) your responses if you finish before the end of the exam is announced.
Percent of Section II Score: After the exam, you must apply the label that corresponds to the
27.5% questions you answered in Part B and in Part C. For example, if you
Part C: answered question 2 in Part B and you answered question 5 in Part C,
apply the label 2 and 5 . Failure to do so may delay your score.
Choose One Question,
Answer either question 4 or 5
Suggested Time: Section II: Questions and Documents Booklet Instructions
35 minutes (including 5 min.
planning) This Questions and Documents booklet may be used for reference
Percent of Section II Score: and/or scratch work as you answer the free-response questions, but
27.5% no credit will be given for the work shown in this booklet. Write your
answers in the Section II: Free Response booklet.

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United States History

What Proctors Need to Bring to This Exam

• Exam packets • Extra No. 2 pencils with erasers
• Answer sheets • Extra pens with black or dark blue ink
• AP Student Packs • Lined paper
• 2011-12 AP Coordinator’s Manual • Stapler
• This book — AP Exam Instructions • Watch
• School Code and Home-School/Self- • Signs for the door to the testing room
Study Codes – “Exam in Progress”
• Pencil sharpener – “Cell phones are prohibited in the
testing room”

If you are giving the regularly scheduled AP United States History Exam:
•  ou may seat students four feet (approximately 1.2 meters) apart because this exam
Y
has scrambled multiple-choice sections. This allows you to test more students in fewer
testing rooms.
• S ee page 8 for a sample seating plan, including form codes and serial numbers, that
shows how exams should be distributed to ensure that students seated next to each
other are not given the same form of the exam.
• Administrators and proctors must continue to be vigilant about opportunities for
cheating.
If you are giving the alternate AP United States History Exam for late testing:
•  ou must seat students no less than five feet (approximately 1.5 meters) apart because
Y
this exam does not have scrambled multiple-choice sections.

SECTION I: Multiple Choice

! Do not begin the exam instructions below until you have completed the appropriate
General Instructions for your group.
Note that this exam gives students a choice of several essay topics. A sheet of essay-choice labels
is included with the Section II free-response booklets. At the conclusion of the free-response
section, you will instruct students to apply the appropriate label where indicated on the front
cover of their Section II booklet, identifying their essay choices.
Make sure you begin the exam at the designated time.

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 AP Exam Instructions

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 Wednesday morning, May 23, and you will be taking the AP United States
History Exam.

In a moment, you will open the packet that contains your exam materials.
By opening this packet, you agree to all of the AP Program’s policies and
procedures outlined in the 2011-12 Bulletin for AP Students and Parents. You
may now remove the shrinkwrap from your exam packet and take out the
Section I booklet, but do not open the booklet or the shrinkwrapped Section II
materials. Put the white seals aside. . . .
Look at page 1 of your answer sheet and locate the dark blue box near the
top right-hand corner that states, “Take the AP Exam label from your Section I
booklet and place the label here.”. . .
Now look at the front cover of your exam booklet and locate the AP Exam
label near the top left of the cover. . . .
Carefully peel off the AP Exam label and place it on your answer sheet on
the dark blue box that we just identified. . . .
Now read the statements on the front cover of Section I and look up
when you have finished. . . .
Sign your name and write today’s date. Look up when you have finished. . . .

UNITED STATES HISTORY

Now print your full legal name where indicated. Are there any questions? . . .
Turn to the back cover and read it completely. Look up when you
have finished. . . .
Are there any questions? . . .
Section I is the multiple-choice portion of the exam. You may never discuss
these specific multiple-choice questions at any time in any form with anyone,
including your teacher and other students. If you disclose these questions
through any means, your AP Exam score will be canceled. Are there
any questions? . . .
You must complete the answer sheet using a No. 2 pencil only. Mark all
of your responses on your answer sheet, one response per question.
Completely fill in the circles. If you need to erase, do so carefully and
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 this section. Open your Section I booklet and begin.

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United States History

12
9
Note Start Time here
6
3
. Note Stop Time here . Check that students are
marking their answers in pencil on their answer sheets, and that they are not looking at their
shrinkwrapped Section II booklets. After 55 minutes, say:
Stop working. Close your booklet and put your answer sheet on your desk,
face up. Make sure you have your AP number label and an AP Exam label on
page 1 of your answer sheet. I will now collect your answer sheet.
Collect an answer sheet from each student. Check that each answer sheet has an AP number label
and an AP Exam label. Then say:
Now you must seal your exam booklet. Remove the white seals from the
backing and press one on each area of your exam booklet cover marked
“PLACE SEAL HERE.” Fold each seal over the back cover. When you have
finished, place the booklet on your desk, face up. I will now collect your
Section I booklet. . . .
Check that each student has signed the front cover of the sealed Section I booklet. There is a
10-minute break between Sections I and II. When all Section I materials have been collected and
accounted for and you are ready for the break, say:
Please listen carefully to these instructions before we take a 10-minute
break. Everything you placed under your chair at the beginning of the exam
must stay there. Leave your shrinkwrapped Section II packet on your desk
during the break. You are not allowed to consult teachers, other students, or
textbooks about the exam during the break. You may not make phone calls,
send text messages, check email, use a social networking site, or access
any electronic or communication device. Remember, you are not allowed
to discuss the multiple-choice section of this exam. Failure to adhere to
any of these rules could result in cancellation of your score. Are there
any questions? . . .
12
9
6
3
You may begin your break. Testing will resume at .

SECTION II: Free Response

After the break, say:
May I have everyone’s attention? Place your Student Pack on your desk. . . .
You may now remove the shrinkwrap from the Section II packet, but do
not open either the Section II exam booklet or the orange Section II: Free
Response, Questions and Documents booklet until you are told to do so. Put
the essay-choice labels aside. You will need them at the end of Section II. . . .
Read the bulleted statements on the front cover of the exam booklet.
Look up when you have finished. . . .
Now place an AP number label on the shaded box. If you don’t have any
AP number labels, write your AP number in the box. Look up when you
have finished. . . .

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 AP Exam Instructions

Read the last statement. . . .

Using your pen, print the first, middle and last initials of your legal name
in the boxes and print today’s date where indicated. This constitutes your
signature and your agreement to the statements on the front cover. . . .
Turn to the back cover and read Item 1 under “Important Identification
Information.” Print the first two letters of your last name and the first letter
of your first name in the boxes. Look up when you have finished. . . .
In Item 2, print your date of birth in the boxes. . . .
In Item 3, write the school code you printed on the front of your Student
Pack in the boxes. . . .
Read Item 4. . . .
Are there any questions? . . .
I need to collect the Student Pack from anyone who will be taking another
AP Exam. You may keep it only if you are not taking any other AP Exams this
year. If you have no other AP Exams to take, place your Student Pack under
your chair now. . . .
While Student Packs are being collected, read the information on the back
cover of the exam booklet. Do not open the booklet until you are told to do
so. Look up when you have finished. . . .
Collect the Student Packs. Then say:
Are there any questions? . . .
Read the information on the front cover of the orange booklet. Look up when

UNITED STATES HISTORY

you have finished. . . .
Section II has three parts and begins with a 15-minute reading period. During
the reading period, you will read Question 1 in Part A, and plan what you will
write. If you have time, you may also read the essay questions in Parts B and C.
You may make notes in the orange booklet. Are there any questions? . . .
You may now open the orange booklet and begin the 15-minute reading
period. Do not open the exam booklet yet.
12
9
6Note Start Time here
3
. Note Stop Time here . Check that students are
writing any notes in the orange booklet. If any students begin writing their responses during this
time, remind them that the reading period is not yet over, and that the reading period is designed
to provide students with time to develop better organized, higher scoring responses. If the
students choose to continue writing responses, take no further action. After 15 minutes, say:
Stop. The reading period is over. You have 1 hour and 55 minutes to complete
Section II. The suggested writing time for Question 1 is 45 minutes. After
45 minutes, you will be advised to go on to Part B and then 35 minutes
later to move on to Part C. You are responsible for pacing yourself, and may
proceed freely from one part to the next. You will choose one question in
Part B and one question in Part C. Choose the question in each part for which

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United States History

you are best prepared. All questions in a specific group are weighted equally;
you won’t get extra credit for answering a question that may seem more
difficult.
You may use the orange booklet for scratch work, but you must write your
answers in the exam booklet using a pen. Circle the number of the question
you are working on at the top of each page in the exam booklet. If you need
more paper during the exam, raise your hand. At the top of each extra piece
of paper you use, be sure to write only your AP number and the number of
the question you are working on. Do not write your name. Are there any
questions? . . .
You may begin.
12
9
Note Start Time here
6
3
. Note Stop Time here . Check that students are
using pens and that they are writing their answers in their exam booklets and not in their orange
booklets. After 45 minutes, say:
You should now move on to Part B.
After 35 minutes, say:
You should begin working on Part C. You will need the remaining time to
complete your last essay.
After 25 minutes, say:
There are 10 minutes remaining.
After 10 minutes, say:
Stop working and close your exam booklet and orange booklet. Look at the
bottom front cover of your exam booklet. Using the essay-choice labels that
you set aside earlier, select the label that matches the questions you chose
to answer for Part B and Part C, and apply it to the bottom front cover of
your exam booklet, where indicated. For example, if you answered Question 2
in Part B and you answered Question 5 in Part C, apply the label “2 and 5.”
Look up when you have finished. . . .
Now put your exam booklet and your orange booklet on your desk, face up.
Put the unused labels next to them. . . .
If any students used extra paper for the free-response section, have those students staple the extra
sheet/s to the first page corresponding to that question in their exam booklets. Then say:
Remain in your seat, without talking, while the exam materials
are collected. . . .
Collect a Section II booklet, an orange booklet, and the unused labels from each student. Check
for the following:
•• Exam booklet front cover: The student placed an AP number label and an essay-choice
label in the appropriate boxes and printed his or her initials and today’s date.
•• Exam booklet back cover: The student completed the “Important Identification
Information” area.

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 AP Exam Instructions

•• The student wrote answers in the correct areas of the Section II exam booklet and not in
the orange booklet.
You may discard the essay-choice labels after you have checked that all students have applied one
label to each free-response booklet. When all exam materials have been collected and accounted
for, return to students any electronic devices you may have collected before the start of the exam.

If you are giving the regularly scheduled exam, say:

You may not discuss these specific free-response questions with anyone unless
they are released on the College Board website in about two days. You should
receive your score report in the mail about the third week of July.
If you are giving the alternate exam for late testing, say:
None of the questions in this exam may ever be discussed or shared in any way
at any time. You should receive your score report in the mail about the third week
of July.

If any students completed the AP number card at the beginning of this exam, say:
Please remember to take your AP number card with you.
Then say:
You are now dismissed.
All exam materials should be put in secure storage until they are returned to the AP Program
after your school’s last administration. Before storing materials, check the “School Use Only”
section on page 1 of the answer sheet and:
•• Fill in the appropriate section number circle in order to view a separate AP Instructional

UNITED STATES HISTORY

Planning Report (for regularly scheduled exams only) or Subject Score Roster at the
class section or teacher level. See “Post-Exam Activities” in the 2011-12 AP Coordinator’s
Manual.
•• Check your list of students who are eligible for fee reductions and fill in the appropriate
circle on their registration answer sheets.

! This
IMPORTANT: The orange booklets must be returned with the rest of your exam materials.
applies to all exam administrations, including late testing. These booklets are not to
be kept at the school, or returned to students or teachers. The free-response questions for
the regularly scheduled exam may not be discussed unless the questions are released on the
College Board website 48 hours after the exam.

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 B

Student Answer Sheet for

the Multiple-Choice Section

Use this section to capture student responses. (Note that the following
answer sheet is a sample, and may differ from one used in an actual exam.)
 PAGE 1
Take an AP Number label from Take the AP Exam label from
your AP Student Pack and your Section I booklet and
2012 Answer Sheet place the label here. place the label here.
B123456789T
NAME AND EXAM AREA — COMPLETE THIS AREA AT EVERY EXAM. USE NO. 2 PENCIL ONLY
To maintain the security of the exam and the validity of my AP score, I will allow no one else to see the multiple-choice questions. I will seal the E. EXAM G. ONLINE
multiple-choice booklet when asked to do so, and I will not discuss these questions with anyone at any time after the completion of the D. EXAM F. MULTIPLE-CHOICE BOOKLET
C. YOUR AP NUMBER START PROVIDER
section. I am aware of and agree to the AP Program’s policies and procedures as outlined in the 2011-12 Bulletin for AP Students and Parents, DATE TIME SERIAL NUMBER CODE
including using testing accommodations (e.g., extended time, computer, etc.) only if I have been preapproved by College Board Services
for Students with Disabilities. Month AM PM S
Sign your legal name as it will appear on your college applications. Date
A. SIGNATURE 0 0 0 0 0 0 0 0 0 0 0 0 6 12 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 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1
B. LEGAL NAME Omit apostrophes, Jr., II. 2 2 2 2 2 2 2 2 2 2 2 8 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Legal Last Name — First 15 Letters Legal First Name — First 12 Letters MI 3 3 3 3 3 3 3 3 3 3 3 9 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 10 4 4 4 4 4 4 4 4 4 4 4 4 4 4
A A A A A A A A A A A A A A A A A A A A A A A A A A A A 5 5 5 5 5 5 5 5 5 5 11 5 5 5 5 5 5 5 5 5 5 5 5 5 5
B B B B B B B B B B B B B B B B B B B B B B B B B B B B 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
C C C C C C C C C C C C C C C C C C C C C C C C C C C C 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
D D D D D D D D D D D D D D D D D D D D D D D D D D D D 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
E E E E E E E E E E E E E E E E E E E E E E E E E E E E 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
F F F F F F F F F F F F F F F F F F F F F F F F F F F F
H. AP EXAM I AM TAKING Print Exam Name: Print Form: Print Form Code:
G G G G G G G G G G G G G G G G G G G G G G G G G G G G
USING THIS ANSWER SHEET
H H H H H H H H H H H H H H H H H H H H H H H H H H H H

I I I I I I I I I I I I I I I I I I I I I I I I I I I I STUDENT INFORMATION AREA — COMPLETE THIS AREA ONLY ONCE.

J J J J J J J J J J J J J J J J J J J J J J J J J J J J I. DATE OF BIRTH J. SEX L. SOCIAL SECURITY M. EXPECTED DATE OF
NUMBER (Optional) COLLEGE ENTRANCE
K K K K K K K K K K K K K K K K K K K K K K K K K K K K Month Day Year Female
L L L L L L L L L L L L L L L L L L L L L L L L L L L L Jan Male Fall 2012
M M M M M M M M M M M M M M M M M M M M M M M M M M M M Feb 0 0 0 0 0 0 0 0 0 0 0 0 0 Winter/Spring 2013
N N N N N N N N N N N N N N N N N N N N N N N N N N N N Mar 1 1 1 1 K. CURRENT 1 1 1 1 1 1 1 1 1 Summer 2014
GRADE
O O O O O O O O O O O O O O O O O O O O O O O O O O O O Apr 2 2 2 2 LEVEL 2 2 2 2 2 2 2 2 2 Undecided 2015
P P P P P P P P P P P P P P P P P P P P P P P P P P P P May 3 3 3 3 Pre-9th 3 3 3 3 3 3 3 3 3
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Jun 4 4 4 9th 4 4 4 4 4 4 4 4 4
N. STUDENT SEARCH SERVICE®
R R R R R R R R R R R R R R R R R R R R R R R R R R R R Jul 5 5 5 10th 5 5 5 5 5 5 5 5 5
I want the College Board to send
S S S S S S S S S S S S S S S S S S S S S S S S S S S S Aug 6 6 6 11th 6 6 6 6 6 6 6 6 6 information about me to colleges,
universities and government scholarship
T T T T T T T T T T T T T T T T T T T T T T T T T T T T Sep 7 7 7 12th 7 7 7 7 7 7 7 7 7 programs interested in students like me.
U U U U U U U U U U U U U U U U U U U U U U U U U U U U Oct 8 8 8 Post-12th 8 8 8 8 8 8 8 8 8 Yes No
V V V V V V V V V V V V V V V V V V V V V V V V V V V V Nov 9 9 9 9 9 9 9 9 9 9 9 9
W W W W W W W W W W W W W W W W W W W W W W W W W W W W

00657-88488 • UNLPDF212
Dec Q. PARENTAL EDUCATION LEVEL
P. ETHNICITY/RACE Father/ Mother/
X X X X X X X X X X X X X X X X X X X X X X X X X X X X
Male Guardian Female Guardian
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y O. WHICH LANGUAGE American Indian or Alaska Native Grade school
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
DO YOU KNOW BEST? Asian, Asian American or Some high school
Pacific Islander
– – – – – – – – – – – – – – – – – – – – – – – English Black or African American High school diploma or equivalent

English and Mexican or Mexican American Business or trade school

another language
SCHOOL USE ONLY ETS USE ONLY about the same Puerto Rican Some college
0 1 2 3 4 5 6 7 8 9 Other Hispanic, Latino or Associate or two-year degree
Section Number Another language Latin American
Exam
1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 White Bachelor’s or four-year degree

Q3428/1-4
Fee Reduction Granted 0 1 2 3 4 5 6 7 8 9 Other Some graduate or professional school
Exam 762000
1 Option 1 2 Option 2 0 1 2 3 4 5 6 7 8 9 Graduate or professional degree
PAGE 2

R. 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

S. 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, or Spanish Literature 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

Indicate your answers to the exam questions in this section. If a question has only four answer options, do not mark
option E. Your answer sheet will be scored by machine. Use only No. 2 pencils to mark your answers on pages 2 and 3 (one
response per question). After you have determined your response, be sure to completely fill in the corresponding circle next
to the number of the question you are answering. Stray marks and smudges could be read as answers, so erase carefully and
completely. Any improper gridding may affect your score. Answers written in the multiple-choice booklet will not be scored.

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

R W O R W O
OTHER
ETS PT02 TOTAL
48, 55, 62,
USE 75, 87
ONLY PT03
PT04

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

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Section I: Multiple-Choice Questions

This is the multiple-choice section of the 2012 AP exam. It includes cover material and
other administrative instructions to help familiarize students with the mechanics of
the exam. (Note that future exams may differ in look from the following content.)
 AP United States History Exam
®

SECTION I: Multiple Choice 2012

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.
Instructions
At a Glance
Section I of this exam contains 80 multiple-choice questions. Fill in only the circles for
Total Time numbers 1 through 80 on your answer sheet.
55 minutes
Number of Questions Indicate all of your answers to the multiple-choice questions on the answer sheet. No
80 credit will be given for anything written in this exam booklet, but you may use the booklet
Percent of Total Score for notes or scratch work. After you have decided which of the suggested answers is best,
50% completely fill in the corresponding circle on the answer sheet. Give only one answer to
Writing Instrument each question. If you change an answer, be sure that the previous mark is erased
Pencil required 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.

Form I
Form Code 4IBP4-Q-S

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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.

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 UNITED STATES HISTORY
SECTION I
Time— 55 minutes
80 Questions

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

1. A prominent leader in promoting the settlement 4. The Civil Rights movement of the late 1960s
house movement was was characterized by which of the following?
(A) Alice Paul (A) The establishment of the Back to Africa
(B) Jane Addams movement
(C) Carry Nation (B) A growing split between those who
(D) Margaret Sanger advocated nonviolence and those who
(E) Aimee Semple McPherson favored more aggressive tactics to achieve
civil rights
2. Which of the following is a correct statement (C) Widespread support by southern Whites
about women in United States society in the who had initially resisted the movement
years 1790–1810 ? (D) A sharp drop in participation and interest
in voter registration drives and other
(A) They attained suffrage in all states.
equal-access efforts in the rural South
(B) They were considered critical to
(E) Strong support for the women’s rights
educating good republican citizens.
movement
(C) They became increasingly prominent
as entrepreneurs.
5. Those who supported the War of 1812 advanced
(D) They owned a large share of the nation’s
all of the following rationales for their positions
property.
EXCEPT the
(E) They entered professional occupations such
as medicine and law in large numbers. (A) desirability of annexing Canada
(B) need to defend the honor of the United States
3. Which of the following best describes the main (C) need to safeguard the frontier
idea of Andrew Carnegie’s Gospel of Wealth? (D) obligation to protect Native Americans
(E) advisability of acquiring Florida
(A) Privately held wealth should be handed over
to the government to be redistributed.
(B) Wealthy individuals should use their wealth
for social betterment.
(C) Parents have an obligation to pass on their
wealth to their children.
(D) Using wealth to help others is wrong, since it
undermines their self-reliance.
(E) Accumulating large amounts of wealth
violates Christian principles.

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 7. Roger Williams and Anne Hutchinson challenged
the authority of which of the following?
(A) Anglican clergy
(B) Puritan magistrates and ministers
(C) Catholic priests and bishops
(D) Baptist ministers
(E) Methodist itinerants

8. Many Americans were suspicious of the

Second Bank of the United States for which
of the following reasons?
(A) They believed that it was controlled by
leaders of the Whig Party.
(B) They believed that it was controlled by
southern plantation owners.
(C) They believed that it was controlled by a
commercial elite.
(D) It refused to make any loans for business
expansion.
(E) It refused to exchange bank notes for gold.

9. In the seventeenth century, the earliest British

colonies in Virginia were saved from economic
ruin by
(A) the introduction of price controls on
agricultural commodities
(B) the introduction of tobacco cultivation
(C) formal trade treaties with American Indians
(D) the extension of the western frontiers
6. The poster above advertising a 1913 labor union (E) increased reliance on indentured servitude
pageant was designed to do which of the
following?
(A) Promote the idea that labor unions exist
primarily for the purpose of supporting
the arts
(B) Warn the community about the union’s
communist connections
(C) Portray the strikers as the heroic champions
of workers and ordinary people
(D) Intimidate citizens into supporting a powerful
labor movement
(E) Advocate employment for striking workers

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10. “The God that holds you over the pit of hell, 11. The most important factor in Andrew Jackson’s
much as one holds a spider, or some loathsome successful bid for the presidency in 1828 was his
insect over the fire, abhors you, and is dreadfully
(A) choice of John C. Calhoun as his running
provoked; his wrath towards you burns like fire;
mate
he looks upon you as worthy of nothing else, but
(B) reputation as a hero of the War of 1812
to be cast into the fire; . . . and yet it is nothing but
(C) commitment to broad-based social reform
his hand that holds you from falling into the fire
(D) reputation as an intellectual thinker and
every moment.”
writer
The quotation above contains ideas typical of (E) extensive experience in elective office
(A) the Enlightenment
(B) the Anti-Federalists
(C) Quakerism
(D) the Great Awakening
(E) antinomianism

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 Cincinnati Historical Society Library

12. What was the purpose behind the publication of the

1840 illustration above?
(A) To attack William Henry Harrison for being a poor,
uneducated farmer
(B) To portray William Henry Harrison as a common man
(C) To create support for the Populist movement
(D) To encourage settlement of Indiana by German and
Irish immigrants
(E) To criticize the “log cabin” mentality and the
manufacture of hard cider

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13. Which of the following conflicts resulted in the 16. The Quakers were unique among the religious
successful expulsion of Europeans from the upper groups that settled in North America during the
Rio Grande region of North America for nearly a seventeenth century because they
decade?
(A) defended the rights of White people to hold
(A) Pontiac’s Rebellion American Indians in slavery
(B) The Pueblo Revolt (B) founded a colony in which all inhabitants
(C) King Philip’s War were obliged by law to subscribe to Quaker
(D) The Pequot War beliefs
(E) The Battle of Fallen Timbers (C) allowed women to speak publicly in their
religious meetings and to be missionaries
14. The purpose of the Truman Doctrine of 1947 (D) emphasized religious conversion through
was to revival meetings
(E) emphasized the distance between the human
(A) decrease the risk of nuclear war by placing
and the divine
atomic weaponry under the control of the
United Nations
17. The Proclamation Line of 1763 was designed to
(B) prevent communism from spreading further
through military aggression (A) limit western expansion of colonial
(C) retake Eastern Europe from the Soviet Union settlement
(D) prevent the spread of independence (B) establish a defensible boundary between the
movements in European colonies in Asia British and the French colonists along the
and Africa Appalachian Mountains
(E) create an atmosphere of trust in which (C) divide western territories into future royal
negotiation with the Soviet Union would colonies
have the best chance for success (D) restrict British immigration to the North
American colonies
15. By passing the Navigation Acts in the 1600s and (E) create more taxable income for the royal
1700s, the British government intended to government by selling western territories
(A) reduce shipping costs between Britain and its
18. Colonists from which of the following
North American colonies
European nations generally had the most
(B) guarantee that the British government would
cooperative relations with American Indians?
have a financial share of all colonial exports
(C) create a source of income for British royal (A) England
governors to use for improving colonial (B) France
roads and canals (C) Portugal
(D) stimulate direct trade between British North (D) Spain
American colonies and Spain and France (E) The Netherlands
(E) end colonial complaints about unjust taxation
and regulation

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19. The Stonewall riots of 1969 were significant
because they
(A) marked the end of the African American
Civil Rights movement
(B) drew attention to the increasing gap between
the incomes of people who were wealthy
and people living in poverty
(C) highlighted the efforts of César Chávez to
organize Mexican American farmworkers
(D) led to the birth of gay rights organizations
around the country
(E) undermined the efforts of the National
Organization for Women Library of Congress

20. Which of the following best characterizes the 21. The photo above most likely shows the work of
National Origins Act of 1924 ? which of the following New Deal agencies?
(A) It allowed Chinese immigrants entry into the (A) Civilian Conservation Corps
United States after 1930. (B) Farm Security Administration
(B) It allowed increased levels of immigration (C) National Recovery Administration
from southern and eastern Europe. (D) National Labor Relations Board
(C) It established immigration quotas based on a (E) Social Security Administration
percentage of each nationality residing in
the United States in 1890. 22. Before 1800, which of the following European
(D) It established procedures for the immigration imports had the greatest impact on the lives of the
of alien spouses of United States citizens Plains Indians?
after 1935. (A) Steel plow
(E) It set restrictions on the importation of certain (B) Cattle
goods. (C) Horses
(D) Christianity
(E) Money

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23. The works of which of the following were integral 26. A major consequence of the French and Indian
to the Harlem Renaissance? War of 1754–1763 was the
(A) William Faulkner, Gertrude Stein, and (A) legal settlement of the trans-Appalachian
F. Scott Fitzgerald frontier by British colonists
(B) Jack Kerouac, Willem de Kooning, and (B) imposition of new taxes on the British
Jackson Pollock North American colonies
(C) Claude McKay, Zora Neale Hurston, and (C) shrinking of Spanish territorial claims
Langston Hughes in North America
(D) Arthur Miller, Tennessee Williams, and (D) removal of British troops from the
Joyce Carol Oates thirteen colonies
(E) Ralph Ellison, Toni Morrison, and (E) change in status of the proprietary colonies
James Baldwin to royal colonies

24. The 1854 Kansas-Nebraska Act instituted popular 27. The Declaration of Sentiments (1848), issued
sovereignty to at Seneca Falls, New York, called for
(A) prohibit slavery above Missouri’s southern (A) an end to slavery
border (B) compulsory public education
(B) assure that Congress had a constitutional (C) temperan ce legislation
right to establish or abolish slavery in new (D) increased rights for women
territories (E) improved factory working conditions
(C) allow people living in a territory to determine
whether slavery should be permitted there 28. New England Puritans sought primarily to create
(D) admit Kansas as a slave state and Nebraska as which of the following in Massachusetts?
a free state
(A) A missionary community focused on
(E) allow towns to decide the issue of slavery on
converting American Indians to Christianity
a case-by-case basis
(B) Town meetings at which all adult males
could vote
25. “I submit that an individual who breaks a law that
(C) A model community promoting government
conscience tells him is unjust, and who willingly
by strict religious principles
accepts the penalty of imprisonment in order to
(D) A society founded on the principles of
rouse the conscience of the community over its
religious toleration
injustices, is in reality expressing the very highest
(E) A community whose members achieved
respect for the law.”
salvation through good works
The quotation above is from
29. Which of the following pairs of immigrant groups
(A) Booker T. Washington
were most prominent in the construction of the
(B) Marcus Garvey
first transcontinental railroad?
(C) Langston Hughes
(D) Martin Luther King, Jr. (A) Chinese and Irish
(E) Stokely Carmichael (B) Irish and Japanese
(C) Chinese and Japanese
(D) Italians and Irish
(E) Chinese and Italians

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30. In 1860 Abraham Lincoln was elected president 34. The dissatisfaction of Virginia farmers with the
on a Republican platform that advocated all of the colonial governor who failed to protect them
following EXCEPT against American Indian raids led to
(A) higher protective tariffs (A) Bacon’s Rebellion
(B) government subsidies for a transcontinental (B) the Glorious Revolution
railroad (C) Leisler’s Rebellion
(C) free western land for settlers who would live (D) Shays’ Rebellion
and work on it (E) Gabriel’s Rebellion
(D) the exclusion of slavery from United States
territorial possessions 35. Which of the following was a core belief of the
(E) the abolition of slavery throughout the transcendentalists of the early nineteenth century?
United States
(A) Only highly centralized and conformist
religious institutions can guarantee an
31. The American colonists’ slogan “No taxation
orderly society.
without representation” was a rejection of
(B) Individual conduct should be guided by truths
(A) salutary neglect found in the individual conscience.
(B) nativism (C) Unjust laws must be obeyed until they can be
(C) mercantilism changed through legislative action.
(D) virtual representation (D) Human societies are inherently corrupt, and
(E) classi cal republicanism those seeking purity should practice good
works.
32. The Fifteenth Amendment to the United States (E) American Indian practices of meditation are
Constitution established the key to attaining valuable spiritual
insights.
(A) the freedom of all slaves not emancipated
under Abraham Lincoln’s proclamation
36. The Great Compromise of 1787 resulted in
(B) federal protection for African Americans
from Ku Klux Klan terrorism (A) a final settlement of the question of slavery
(C) the right of citizenship for any person born (B) a renewal of the Articles of Confederation
in the United States (C) the creation of a national bank
(D) that suffrage cannot be denied based on (D) a system of political representation for the
race, color, or previous servitude states in the federal government
(E) the power of the federal government (E) a border agreement between the United States
to intervene in state affairs to protect and Canada
individual liberties
37. Which of the following led to increased
33. Which of the following was NOT a result United States involvement in the war in
of the growth of a national market economy Vietnam?
between 1815 and 1860 ?
(A) News of the My Lai massacre
(A) Increasing economic specialization (B) Requests from other Southeast Asian
(B) The application of machinery to the countries for an increased United States
mass production of goods presence in Vietnam
(C) A greater disparity of wealth between rich (C) Congressional approval of the Gulf of
and poor Americans Tonkin Resolution
(D) The beginnings of an organized (D) Hardened resistance by the communists
labor movement following the Geneva Accords
(E) A greater number of men working at home (E) Failure of the Vietnamization program

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 Library of Congress

38. The cartoon above is intended to express

(A) a critique of Reconstruction
(B) opposition to women’s rights
(C) opposition to states’ rights
(D) support for strong government
(E) opposition to the draft

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39. During the 1920s, both the Sacco and Vanzetti 41. During the 1930s Black voters overwhelmingly
case and the rise of the new Ku Klux Klan switched from the Republican Party to the
reflected Democratic Party because
(A) public fear and resentment of southern and (A) Black Americans benefited from some New
eastern European immigrants Deal economic policies
(B) increased racism resulting from the migration (B) the Ku Klux Klan was gaining power within
of Black southerners to urban centers in the the Republican Party
North (C) President Roosevelt actively pursued race
(C) growing lawlessness resulting from the reform
passage of the Eighteenth Amendment (D) southern Democrats widely favored abolishing
(Prohibition) the poll tax
(D) the decreased influence of fundamentalist (E) the Democrats promised to end Prohibition
religious groups
(E) widespread opposition to Congress’ decision 42. The belief by some Americans that the Civil War
to join the League of Nations was “a rich man’s war but a poor man’s fight”
was reflected in
40. The United States home front during the
(A) Sherman’s march to Atlanta
First World War was marked by an increase
(B) the draft riots in New York City
in all of the following EXCEPT
(C) Lincoln’s suspension of habeas corpus in the
(A) tax rates on individuals and estates South
(B) government regulation of fuel, food, (D) Thoreau’s denunciation of the war
and transportation (E) John Brown’s raid on Harpers Ferry
(C) employment opportunities for African
Americans and Mexican Americans 43. The main goal of the Marshall Plan was to
(D) participation of women in factory work,
(A) create a strong military alliance between the
government service, and volunteer work
United States and Western Europe
(E) support of individual liberties by the
(B) strengthen the Chinese nationalists against
Supreme Court
the Chinese communists
(C) speed the economic recovery and
democratization of Japan
(D) defend Greece and Turkey from communist
subversion
(E) finance the economic reconstruction of
Western Europe

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44. The festival near Woodstock, New York, in 1969 46. Which of the following contributed most
is most closely associated with the significantly to a surge in western settlement
during the 1860s and 1870s?
(A) women’s liberation movement
(B) gay rights movement (A) Dry seasons turned fertile land to semidesert
(C) environmental movement and made real estate inexpensive.
(D) Beat Generation (B) A strong military eliminated attacks by
(E) countercultur e Native Americans.
(C) The expansion of railroads made the Great
45. The nullification crisis of 1832 arose over the Plains more accessible.
issue of (D) The novels of romantics like Hamlin Garland
glorified western life.
(A) Andrew Jackson’s use of the veto
(E) Government funding for irrigation projects
(B) protective tariffs
made farms more profitable.
(C) the Second Bank of the United States
(D) Jackson’s American Indian removal policy
47. The Regulator movement of the 1770s, Shays’
(E) the Missouri Compromise
Rebellion in 1786, and the Whiskey Rebellion of
the early 1790s were all expressions of the
hostility of frontier settlers to
(A) the spread of slavery
(B) government recognition of American Indian
land claims
(C) the dominance of eastern interests in
government
(D) the influence of pro-British elements in
government
(E) efforts to limit suffrage

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 © Stock Montage

48. The picture above best expresses which of the following

middle-class views about women in the mid-nineteenth
century?
(A) Women were the moral and spiritual strength of the
family.
(B) Women were naturally suited to become ministers.
(C) Women played a subordinate role to men in parenting
children.
(D) Women had earned the right to vote due to their
important role as mothers.
(E) Women should limit the number of their children by
delaying marriage.

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49. In Miranda v. Arizona (1966), the Supreme Court 52. In The Feminine Mystique, Betty Friedan argued
ruled that that women
(A) women had a constitutional right to abortion (A) who spent their lives as mothers and
(B) school segregation was unconstitutional homemakers were generally satisfied
(C) voting districts had to contain the same with their lives
number of people (B) needed counseling if they were dissatisfied
(D) school prayer was illegal under the First with their domestic lives
Amendment (C) should battle for ratification of the Equal
(E) arrested persons must be informed of Rights Amendment
their rights (D) experienced a discrepancy between the reality
and the public image of their lives
50. The Roosevelt Corollary to the Monroe Doctrine (E) have special talents and abilities different
justified which of the following? from those of men
(A) Roosevelt’s involvement in settling the
53. Throughout the presidential election campaign of
Russo-Japanese War
1980, Ronald Reagan’s view of the best economic
(B) The policy of using force to subdue the
policy to pursue was based on his belief that
independence movement in the Philippines
(C) The maintenance of the Open Door policy in (A) businesses were overproducing consumer
China goods
(D) The right to intervene in the domestic affairs (B) there was insufficient government spending
of Latin American countries to stimulate economic growth
(E) The exclusion of Japanese and Chinese (C) international trade was the most important
immigrants from the United States source of growth for the United States
economy
51. The effects of deindustrialization in the 1970s (D) excessive taxation left citizens with less
included all of the following EXCEPT money to save and invest
(E) foreign countries were flooding markets with
(A) the increasing importance of the service
cheap goods and services
sector of the economy
(B) plant shutdowns and closings, particularly
54. The case of University of California Regents
in what came to be called the Rust Belt
v. Bakke concerned which of the following
(C) an increased United States share of the world
issues?
market in manufacturing
(D) the erosion of tax bases in many (A) The ban on de jure segregation in California
communities, leading to cutbacks in health colleges
and welfare services (B) The constitutionality of policies made to
(E) a decrease in real wages for United States correct racial injustice
workers in the manufacturing sector (C) Requirements for equal sports opportunities
for women
(D) Provisions for equal access to public
buildings for the physically disabled
(E) The expulsion of Japanese students from
California universities

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55. The Ghost Dance was an American Indian 58. Which of the following was a major effect of the
religious movement associated with passage of the Immigration Act of 1965 ?
(A) the Pueblo Revolt (A) The total number of immigrants admitted to
(B) an American Indian victory at Little Bighorn the United States was significantly reduced.
(C) an infusion of Hispanic cultural traditions (B) Immigrants from within the Western
(D) the outbreak of King Philip’s War Hemisphere were given preference over
(E) distress over loss of tribal autonomy other immigrants.
(C) Immigration from the Soviet Union, Poland,
56. The major goal of the Social Gospel movement and Italy decreased significantly.
in the late nineteenth and early twentieth centuries (D) Immigration from Britain, Ireland, and
was to Germany increased significantly.
(E) Immigration from Asia increased
(A) encourage support for Charles Darwin’s
significantly.
theory of biological evolution
(B) draw the attention of Protestant churches
59. The Second Great Awakening did which of the
to the plight of the urban poor
following?
(C) send missionaries to convert American
Indians to Protestantism (A) It resulted in a sharp decline in church
(D) promote the spread of Protestantism in membership.
United States territorial possessions (B) It increased Protestant toleration for Catholics
(E) stimulate public interest in the principles and Jews.
of Anglo-Saxon superiority (C) It produced increased respect for civil
authority.
57. Which of the following was most responsible for (D) It emphasized reason and logic over
bringing to an end Senator Joseph McCarthy’s emotionalism in religious matters.
anticommunist campaign? (E) It encouraged conversion to evangelical
Christianity.
(A) President Truman publicly criticized
McCarthy.
60. Which of the following statements best
(B) McCarthy proved his charges of communist
summarizes the views of Andrew Johnson on
subversion.
Reconstruction?
(C) Television audiences witnessed his manner
of leveling unsubstantiated charges. (A) He believed that Reconstruction was an
(D) The federal courts issued an injunction executive branch matter and sought the
against further accusations by McCarthy. rapid restoration of the former Confederate
(E) Cold War tensions increased in the mid- states to the Union.
1950s. (B) He supported the idea of the president and
Congress sharing power and believed in a
stringent plan of Reconstruction.
(C) He believed that both secession and
Reconstruction should be dealt with by the
Supreme Court.
(D) He slowly moved to a Radical Republican
position on Reconstruction and supported
increased rights for African Americans.
(E) He refused to take a position on
Reconstruction, prompting Republicans to
impeach him for his irresponsibility.

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 63. The Alien and Sedition Acts were designed to
(A) protect the nation from British spies
(B) prevent the British from fomenting unrest
among American Indians
(C) strengthen the Constitution
(D) weaken and deflect Republican criticism of
the Federalists
(E) counter the Virginia and Kentucky Resolutions

64. The People’s Party (Populist) advocated which

of the following?
(A) An increase in the money supply
(B) Support for civil rights legislation
(C) A decrease in agricultural production
(D) Joint ownership of businesses by urban
laborers and farmers
(E) Public ownership of the means of production

65. At the end of the nineteenth century, the desire

of American business to control supplies of raw
materials led to
(A) automation of industry
Library of Congress (B) horizontal integration
(C) vertical integration
61. The Great Depression–era photograph above was (D) development of the factory system
taken with the goal of (E) development of the putting-out system
(A) generating congressional support for the
Wagner Act 66. Coxey’s Army of 1894 and the Bonus Army of
(B) protesting the federal government’s refusal to 1932 both marched on Washington, D.C. to
provide aid for victims of natural disasters (A) demand economic relief
(C) winning approval of a federal program that (B) show support for the Republican Party
would distribute land and agricultural (C) promote the cause of African American
equipment to impoverished farmers civil rights
(D) publicizing the plight of migrant farmworkers (D) support laws prohibiting the sale of alcohol
and their families (E) participate in evangelical revivals
(E) promoting enrollment in the new Medicaid
program

62. Upon becoming president, Gerald Ford

announced, “Our long national nightmare
is over.” He was referring to
(A) a serious economic downturn
(B) Watergate
(C) the collapse of the United States–backed
government of South Vietnam
(D) a series of urban riots
(E) a costly oil embargo

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67. Which of the following was a result of the 71. The Rosie the Riveter campaign during the
Dawes Severalty Act of 1887 ? Second World War encouraged women to
(A) It encouraged cooperative landownership (A) enter the labor force
among American Indians. (B) vote in union elections
(B) American Indians in the West led attacks on (C) enlist in the armed forces
United States forts. (D) join machinists’ unions
(C) American Indians lost control of millions of (E) sew military uniforms
acres of land.
(D) American Indians and Whites challenged 72. “One by one the southern states have legally
each other over landownership in range disfranchised the Afro-American, and since the
wars. repeal of the Civil Rights Bill nearly every
(E) Most American Indians were relocated to the southern state has passed separate [railroad] car
west of the Mississippi. laws with a penalty against their infringement.
The race, regardless of advancement, is penned
68. Which of the following groups would most likely into filthy, stifling partitions cut off from smoking
have voted for Barry Goldwater in the 1964 cars.”
presidential election?
The author of the statement above was
(A) New Deal Democrats
(A) a Scalawag in the 1870s
(B) Advocates of states’ rights
(B) an African American journalist in the 1890s
(C) African Americans in the South
(C) a White segregationist in the 1910s
(D) Opponents of the Cold War
(D) a White southern Democrat in the 1930s
(E) Labor union members
(E) an African American Civil Rights worker
in the 1970s
69. The government under the Articles of
Confederation consisted of
73. The purpose of the Committee on Public
(A) only a unicameral legislature Information, headed by George Creel, was to
(B) only executive and judicial branches
(A) mobilize popular support for the First
(C) only legislative and judicial branches
World War
(D) legislative, judicial, and executive
(B) investigate unsafe factory conditions during
branches
the Progressive Era
(E) only a bicameral legislature
(C) prosecute unfair business practices during
the Progressive Era
70. The main goal of the American Colonization
(D) prosecute allegations of sedition during the
Society was to promote colonization in
First World War
(A) the American West by eastern (E) educate the public about health and nutrition
American Indians during the Progressive Era
(B) Mexico by White Americans
(C) Cuba by White Americans
(D) the Mexican Cession by White Americans
(E) Africa by free Black persons and former
slaves

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-18-
74. “In all things that are purely social we can be as 76. Late-nineteenth-century federal policies were
separate as the fingers, yet one as the hand in all detrimental to unskilled workers in all of the
things essential to mutual progress.” following ways EXCEPT:
The statement above expressed the ideas of (A) Immigration policy allowed cheap labor to
compete for available jobs.
(A) Sojourner Truth
(B) Deflationary monetary policy made repay-
(B) W. E. B. Du Bois
ment of debts difficult.
(C) Ida B. Wells
(C) Court injunctions favored employers during
(D) Theodore Roosevelt
strikes.
(E) Booker T. Washington
(D) Federal troops intervened to end strikes.
(E) The federal income tax took a considerable
75. “To make all laws which shall be necessary and
portion of workers’ income.
proper for carrying into execution the foregoing
powers, and all other power vested by this
77. The Vietnam War differed from the Korean War
Constitution.”
in that the Vietnam War
Alexander Hamilton used the clause above to
(A) involved the United States in an indirect
(A) support his argument for a strong central confrontation with the Soviet Union
government in The Federalist papers (B) involved United States troops without a
(B) justify revising the Articles of Confederation formal congressional declaration of war
(C) convince the federal government to create (C) generated criticism of the government’s
the First Bank of the United States military policies
(D) substantiate his strict interpretation (D) ended with the collapse of the government
of the Constitution that the United States had supported
(E) lobby Congress for a protective tariff (E) grew out of the policy of containment
to promote United States industry

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78. At the outbreak of the Civil War in 1861, pro- 79. “Dollar diplomacy” refers to
Union sentiment was strong in western Virginia,
(A) United States aid to European nations imme-
eastern Tennessee, and western North Carolina
diately following the Second World War
primarily because
(B) United States financial support for the
(A) Confederate troops had committed atrocities Russian ruble following the collapse of the
to terrorize state representatives from these Soviet Union
regions into voting for secession (C) the post-Second World War trading system
(B) these regions had more trade with the North by means of which the United States con-
than did other regions in the South trolled the world price of crude oil
(C) these regions were more industrialized than (D) the post-Second World War international
other regions of the South monetary system in which the dollar served
(D) there were relatively few slaves or large as the benchmark
plantations in these regions (E) a pre-First World War practice of coupling
(E) Lincoln had promised not to send federal foreign policy with the interests of United
troops into these regions States corporations

80. All of the following were important to

Richard M. Nixon’s victory in the 1968
presidential election EXCEPT
(A) strong support from labor unions
(B) backlash from White conservatives
(C) voter reaction to the 1968 Democratic
convention
(D) his promise to restore law and order
(E) the continuing Vietnam War

END OF SECTION I
IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY
CHECK YOUR WORK ON THIS SECTION.

DO NOT GO ON TO SECTION II UNTIL YOU ARE TOLD TO DO SO.

MAKE SURE YOU HAVE DONE THE FOLLOWING.

• PLACED YOUR AP NUMBER LABEL ON YOUR ANSWER SHEET

• WRITTEN AND GRIDDED YOUR AP NUMBER CORRECTLY ON YOUR

ANSWER SHEET

• TAKEN THE AP EXAM LABEL FROM THE FRONT OF THIS BOOKLET

AND PLACED IT ON YOUR ANSWER SHEET

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GO ON TO THE NEXT PAGE.
 B

Section II: Free-Response Questions

This is the free-response section of the 2012 AP exam. It includes cover material and
other administrative instructions to help familiarize students with the mechanics of
the exam. (Note that future exams may differ in look from the following content.)
AP United States History Exam
®

SECTION II: Free Response 2012

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

At a Glance
Total Time
2 hours, 10 minutes
Number of Questions
3
Percent of Total Score
50%
Writing Instrument
Pen with black or dark
blue ink

Reading Period
Time
15 minutes. Use this
time to read the
questions and plan your
answer to Part A, the
document-based Instructions
question.
The questions for Section II are printed in the orange Questions and Documents booklet.
Writing Period You may use that booklet to organize your answers and for scratch work, but you must
write your answers in this Section II: Free Response booklet. No credit will be given for
Time
1 hour, 55 minutes
any work written in the Questions and Documents booklet.
The proctor will announce the beginning and end of the reading period. You are advised
Part A: Mandatory to spend the 15-minute period reading the question and planning your answer to Part A,
Question 1 (DBQ) Question 1, the document-based question. If you have time, you may also read the
Suggested Time questions in Parts B and C. Do not begin writing in this booklet until the proctor tells you
45 minutes
to do so.
Percent of Section II Score
45% Section II of this exam requires answers in essay form. Write clearly and legibly. Circle the
number of the question you are answering at the top of each page in this booklet. Begin
Part B: Choose
each answer on a new page. Do not skip lines. Cross out any errors you make; crossed-out
One Question work will not be scored.
Answer either question
2 or 3 Manage your time carefully. The proctor will announce the suggested time for each part,
Suggested Time but you may proceed freely from one part to the next. Go on to Parts B and C if you
35 minutes (including finish Part A early. You may review your responses if you finish before the end of the
5 min. planning)
exam is announced.
Percent of Section II Score
27.5% After the exam, you must apply the label that corresponds to the questions you
answered in Part B and in Part C. For example, if you answered question 2 in Part B
Part C: Choose and you answered question 5 in Part C, apply the label . Failure to do so may
One Question delay your score.
Answer either question
4 or 5
Suggested Time
35 minutes (including
5 min. planning)
Percent of Section II Score
27.5%

Form I
Form Code 4IBP4-S

Minimum 20% post-consumer waste

07
 UNITED STATES HISTORY
SECTION II
Part A
(Suggested writing time—45 minutes)
Percent of Section II score—45

Directions: The following question requires you to construct a coherent essay that integrates your interpretation
of Documents A-J and your knowledge of the period referred to in the question. High scores will be earned only
by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.

1. From 1880 to 1920, cities in the United States grew rapidly. What factors caused
that growth, and in what ways did Americans respond to the challenges posed by
urbanization?
Confine your answer to the period 1880 to 1920.

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 Document A

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 Document B

Source: Atlanta Constitution, December 14, 1883.

Tonight, for the first time in Atlanta, the electric light will be turned on by the new company.
That this will be an event is not to be questioned. It has long been a much talked of fact that
Atlanta was the poorest lighted city of her size in the country but this evening the bands of
darkness will be broken, and a flood tide of beautiful white light will be emitted from the
handsome brass lamps now being distributed over the city.

Document C

Source: Advertising pamphlet, East Lake, a Residence Suburb of Birmingham, Alabama, Issued
by the East Lake Land Company, 1890.

Birmingham, but a few years ago a small village, is known today wherever iron in its crude or
finished forms is the supporting staple of great industries. . . . Immense furnaces now cover the
mineral portion of Alabama and adjacent states. . . . Birmingham is, and is destined to be in
constantly growing measure, a city crowded with population. Its skies must be obscured by the
smoke of furnaces, foundries and factories; its streets must resound with the noise of locomotives,
the rumble of wheels, and all the jar of heavy traffic. It will be an ideal place for business, but its
centre will be by no means the best location for homes. Such distractions men will willingly bear
in business hours. . . . But, for domestic life, if there is a quiet spot within easy reach, whose
fields refresh the eye, where trees wave and waters flow, the man who has the means will choose
it for his suburban home.

Document D

Source: Chicago Tribune, February 4, 1890.

If the city Smoke Inspectors who go stumbling around with chins pointed skyward, vainly
searching for the sources of the smoke which envelops the city, would take a pleasant ride up the
elevator of some of the skyscrapers . . . they might sit in an easy chair, and there looking out of
the tenth-story window upon the panorama of roofs and chimneys make an accurate map that
would locate the offenders. . . . Side by side stand great buildings which produce hardly a whiff of
smoke and others that continue to belch forth a continuous volume of sooty dirt. While the Smoke
Inspector will claim his work has made the change, it is probably the moral suasion of newspaper
agitation that has been the direct cause of the measure of reform that has already been
accomplished rather than the fussy inactivity of the department of the City Health Commissioner.

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 Document E

Source: “The Great Storm Sewer in Brooklyn, N.Y.,” Scientific American, 1892.

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 Document F

Source: Adna Ferrin Weber, The Growth of Cities in the Nineteenth Century, 1899.

We have to take into consideration the forces which in recent times have spread a
knowledge of the advantages of city life among all classes of the community. Education
has a great deal to do with it, especially the half-education which prevails in the rural
districts and gives the farmers’ boys a glimpse of a more attractive life, without teaching
them how to attain such a life at home. Then the newspaper comes in to complete the
enchantment, with its gibes against the “hayseed” and “country bumpkin.”

Document G

Source: Theodore Dreiser, Sister Carrie, 1900.

When a girl leaves her home at eighteen, she does one of two things. Either she falls into
saving hands and becomes better, or she rapidly assumes that cosmopolitan standard of
virtue and becomes worse. Of an intermediate balance, under the circumstances, there is no
possibility. The city has its cunning wiles. . . . A blare of sound, a roar of life, a vast array
of human hives, appeal to the astonished senses in equivocal terms. . . . Unrecognized for
what they are, their beauty, like music, too often relaxes, then weakens, then perverts the
simpler human perceptions.

Document H

Source: Constantine Panunzio, describing an immigrant neighborhood in Boston in the

early twentieth century.

Here was a congestion the likes of which I had never seen before. Within the narrow limits
of one-half square mile were crowded together thirty-five thousand people, living tier upon
tier, huddled together until the very heavens seemed to be shut out. These narrow alley-
like streets were one mass of litter. The air was laden with soot and dirt. Ill odors arose
from every direction. Here were no trees; no parks worthy of the name; no playgrounds
other than the dirty streets for children to play on.

Source: Robert Hunter, Poverty, 1904.

We know some of the insanitary evils of tenements and factories; we know of the neglect
of the street child, the aged, the infirm, the crippled. . . . To deal with these specific
problems, I have elsewhere mentioned some reforms which seem to me preventive in their
nature. They contemplate mainly such legislative action as may enforce upon the entire
country certain minimum standards of working and of living conditions. They would make
all tenements and factories sanitary; they would regulate the hours of work, especially for
women and children . . . they would institute all necessary measures to stamp out
unnecessary disease and to prevent unnecessary death . . . they would institute all
necessary educational and recreational institutions to replace the social and educational
losses of the home and the domestic workshop. . . .

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 Document I

Source: William Allen White, The Old Order Changeth, 1910.

The extra-constitutional place of the boss in government was as the extra-constitutional

guardian of business. If a telephone company desired to put its poles in the street, and the
city council objected, straightaway went the owner of the telephone stock to the boss. He
straightened matters out. If a streetcar company was having trouble with the city street
department, the manager of the street railway went to the boss, and the street department
became reasonable. . . .

And now for ten years there has been a distinct movement among the American people.
. . . It is called variously: Reform, the Moral Awakening, the New Idea, the Square Deal,
the Uplift, Insurgency. . . . And the most hopeful sign of the times lies in the fact that the
current is almost world-wide.

Document J

Source: Charles S. Johnson, reporting on interviews with African American migrants to

Chicago, 1917.

Mr. Hunter . . . from Meridian, Miss. . . . came to Chicago in December. Wife in April,
mother and children in July. . . . Mrs. Hunter, his mother, had occasion to go to
Birmingham. There the people were leaving in large numbers for the North, mostly men.
She asked why. They said, higher wages. . . . The people in her home town had been
approached by agents but doubted. She herself could not believe. Went home and told her
son . . . and urged him to go and see for himself. He left in December, in 3 weeks he wrote
home. “Everything is just like they say, if not better.” Then he sent money for his wife in
April. . . . Meanwhile excitement at home was waxing warm. Her neighbors daughter
ventured North. She had been receiving at home $2.00 per week. Worked in the Stock-
yards at $2.00 per day. Wrote home. People at first said she was merely lying.

END OF DOCUMENTS FOR QUESTION 1

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 UNITED STATES HISTORY
SECTION II
Part B and Part C
(Suggested total planning and writing time—70 minutes)
Percent of Section II score—55

Part B

Directions: Choose ONE question from this part. You are advised to spend 5 minutes planning and 30 minutes
writing your answer. Cite relevant historical evidence in support of your generalizations and present your arguments
clearly and logically.

2. Analyze the ways in which the ideas of the Enlightenment contributed to the origins of
constitutional government in the United States.

3. Compare and contrast the economic policies of Thomas Jefferson’s and

Andrew Jackson’s presidential administrations.

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 Part C

Directions: Choose ONE question from this part. You are advised to spend 5 minutes planning and 30 minutes
writing your answer. Cite relevant historical evidence in support of your generalizations and present your arguments
clearly and logically.

4. Evaluate the effects of the Great Depression and Franklin D. Roosevelt’s

administration on the lives of farmers and factory workers before the
Second World War.

5. Compare and contrast United States foreign policy objectives and military strategies
during the Korean War and the Vietnam War.

WHEN YOU FINISH WRITING, CHECK YOUR WORK ON SECTION II IF TIME PERMITS.

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-11-
THIS PAGE MAY BE USED FOR PLANNING YOUR ANSWERS.

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-12-
 STOP

END OF EXAM

THE FOLLOWING INSTRUCTIONS APPLY TO THE COVERS OF THE

SECTION II BOOKLET.

• APPLY THE LABEL THAT CORRESPONDS TO THE

FREE-RESPONSE QUESTIONS YOU ANSWERED, AS
REQUESTED ON THE FRONT COVER.

• MAKE SURE YOU HAVE COMPLETED THE IDENTIFICATION

INFORMATION AS REQUESTED ON THE FRONT AND BACK
COVERS OF THE SECTION II BOOKLET.

• CHECK TO SEE THAT YOUR AP NUMBER LABEL APPEARS IN

THE BOX(ES) ON THE COVER(S).

• MAKE SURE YOU HAVE USED THE SAME SET OF AP

NUMBER LABELS ON ALL AP EXAMS YOU HAVE TAKEN
THIS YEAR.

-13-
Circle the Section II question number you are answering on this page.

Part A — Mandatory Part B — Circle one Part C — Circle one

1 2 or 3 4 or 5
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1 2 or 3 4 or 5
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1 2 or 3 4 or 5
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1 2 or 3 4 or 5
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1 2 or 3 4 or 5
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1 2 or 3 4 or 5
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1 2 or 3 4 or 5
Circle the Section II question number you are answering on this page.

Part A — Mandatory Part B — Circle one Part C — Circle one

1 2 or 3 4 or 5
 B

Multiple-Choice Answer Key

The following contains the answers to the

multiple-choice questions in this exam.
 Answer Key for AP United States History
Practice Exam, Section I

Multiple-Choice Questions 40 E
Question # Key 41 A
1 B 42 B
2 B 43 E
3 B 44 E
4 B 45 B
5 D 46 C
6 C 47 C
7 B 48 A
8 C 49 E
9 B 50 D
10 D 51 C
11 B 52 D
12 B 53 D
13 B 54 B
14 B 55 E
15 B 56 B
16 C 57 C
17 A 58 E
18 B 59 E
19 D 60 A
20 C 61 D
21 A 62 B
22 C 63 D
23 C 64 A
24 C 65 C
25 D 66 A
26 B 67 C
27 D 68 B
28 C 69 A
29 A 70 E
30 E 71 A
31 D 72 B
32 D 73 A
33 E 74 E
34 A 75 C
35 B 76 E
36 D 77 D
37 C 78 D
38 A 79 E
39 A 80 A
 B

Free-Response Scoring Guidelines

The following contains the scoring guidelines

for the free-response questions in this exam.
GO ON TO THE NEXT PAGE.
 B

Scoring Worksheet

The following provides a worksheet and conversion table

used for calculating a composite score of the exam.
 2012 AP United States History Scoring Worksheet

Section I: Multiple Choice

______________ × 1.1250 = _____________________

Number Correct Weighted Section I Score
(out of 80) (Do not round)

Section II: Free Response

Question 1 ___________ × 4.5000 = ____________

(out of 9) (Do not round)

Question 2 ___________ × 2.7500 = ____________

(out of 9) (Do not round)

Question 3 ___________ × 2.7500 = ____________

(out of 9) (Do not round)

Sum = ____________
Weighted
Section II
Score
(Do not round)

Composite Score

________________ + ________________ = _______________

Weighted Weighted Composite Score
Section I Score Section II Score (Round to nearest
whole number)

AP Score Conversion Chart

United States History
Composite
Score Range AP Score
118-180 5
95-117 4
79-94 3
56-78 2
0-55 1
 AP United States History

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