PRACTICE TEST 4 - APUSH MD 2016-17Mr. Doyle - Home

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PRACTICE TEST 4 AP UNITED STATES HISTORY EXAMINATION

Section I Part A: Multiple-Choice Questions

Time—55 minutes Number of Questions—55

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

Questions 1–4 are based on the following quotations. “There shall be neither slavery nor involuntary servitude in the said territory…Provided, always, That any person escaping into the same, from whom labor or service is lawfully claimed in any one of the original States, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labor or service as aforesaid.”

Northwest Ordinance (1787)

“Representatives and direct Taxes shall be apportioned among the several States…according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons…The Migration or Importation of such Persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year one thousand eight hundred and eight.”

Article I, U.S. Constitution (1789)

1. Which of the following best describes the purpose of the excerpted section of the Northwest Ordinance? (A) To provide an economic base for the

nation’s government (B) To extend democratic ideals and

government to the American territories

(C) To balance the needs of both wealthy and poor Americans

(D) To improve relationships with the Native Americans living in the Northwest

2. Which of the following best explains the decisions of the Constitutional Convention as recorded in the second passage? (A) The competing desires of urban and

rural interests in the early republic

(B) The failure of the Revolution to validate the ideals of equality among men

(C) The persistence of British political tradition in American government

(D) The conflict between the interests of Northern and Southern delegates to the Convention

3. The contrast between these two passages most significantly contributed to debates over (A) the role of the national government

in regulating slavery. (B) the constitutionality of slavery in the

United States. (C) the legality of a fugitive slave law. (D) the role of minorities in national

politics.

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4. Which of the following would be most directly accelerated by the political decisions advanced in these two documents? (A) The rise of mass democracy

(B) The decline of the Federalist Party (C) The closing of the American frontier (D) The growth of contrasting regional

identities

Questions 5–8 are based on the following quotation. “We have put poisonous and biologically potent chemicals indiscriminately into the hands of persons largely or wholly ignorant of their potentials for harm. We have subjected enormous numbers of people to contact with these poisons…We have allowed these chemicals to be used with little or no advance investigation of their effect on soil, water, wildlife, and man himself…When the public protests…it is fed little tranquilizing pills of half truth….It is the public that is being asked to assume the risks that the insect controllers calculate.”

Rachel Carson, Silent Spring (1962)

5. The language used in this passage most closely reflects the influence of (A) Second Great Awakening moralism. (B) Yellow journalists. (C) Progressive era muckrakers. (D) Christian fundamentalism.

6. The most direct impact of the publication of information like that in the passage was (A) a decline in commercial farming in

favor of small-scale agriculture. (B) the creation of national conservation

and pollution control laws. (C) the movement of industrial

production overseas. (D) renewed efforts to designate national

parks and preserves.

7. Which of the following historical developments most directly created the problems alluded to in the passage? (A) The development of nuclear

weapons (B) The industrial technology boom (C) Renewed immigration to the United

States (D) The rise of conservatism

8. The public’s reaction to texts like this one can best be understood as part of (A) the late-twentieth-century culture of

protest and reform. (B) the growth of family values. (C) the renewed debates over the nature

of American federalism. (D) the continuation of the class conflict

of the early nineteenth century.

Practice Test 4N❖N3

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Questions 9–11 are based on the following map.

“Indian Wars, 1860–1890”

© Cengage Learning

9. Which of the following events most directly contributed to the events shown on the map? (A) The rise of the market economy (B) The development of dry-land

farming techniques (C) The removal of Indians to lands west

of the Mississippi (D) The growth in American settlements

on the Great Plains

10. Which of the following best explains the series of conflicts depicted in the map? (A) Native Americans’ refusal to sign

treaties with the American government

(B) Competition over valuable resources on the Great Plains

(C) Native Americans’ resistance to the changing policies of the United States government

(D) An organized extermination effort on the part of the United States government

11. Which of the following was the ultimate result of the conflicts shown in this map? (A) The gradual decline of Native

American culture and autonomy (B) The rise of a strong reform

movement seeking a more humane Indian policy

(C) The growing status of the United States Army in American politics and society

(D) The intensification of other conflicts, particularly concerning land rights of minorities


Questions 12–16 are based on the following passage. The Democratic Party is not satisfied merely with arresting the present decline. Of course we will do that to the best of our ability; but we are equally interested in seeking to build up and improve, and to put these industries in a position where their wheels will turn once more…It is not enough merely to stabilize, to lend money! It is essential to increase purchasing power in order that goods may be sold...As to “immediate relief,” the first principle is that this nation, this national government, if you like, owes a positive duty that no citizen shall be permitted to starve. That means that while the immediate responsibility for relief rests, of course, with local, public and private charity, in so far as these are inadequate …the Federal Government owes the positive duty of stepping into the breach.

Franklin D. Roosevelt, “Address on Long-Range Planning” (1932)

12. The sentiments expressed in this speech most closely reflect the influence of (A) the neo-conservative movement. (B) the “Gospel of Wealth”. (C) economic protectionism. (D) the Progressive Party.

13. To which of the following historical developments is Roosevelt most clearly responding in this speech? (A) The widespread opposition in the

U.S. Congress to passing reform legislation

(B) The systemic failure of financial institutions across the United States

(C) The growth of the U.S. national deficit under Roosevelt’s predecessor

(D) The alarming growth in unemployment and business failures

14. Which of the following best characterizes the long-term impact of the program outlined in this speech? (A) The national government’s role in

regulating the economy and providing for the needs of its citizens increased significantly.

(B) The Republican coalition was strengthened by the newfound support of Southerners and industrialists alike.

(C) The Supreme Court focused its efforts on curtailing the powers of

the President in both domestic and foreign affairs.

(D) The growing Federal intervention in social affairs led to renewed conflict over states’ rights.

15. Which of the following actions best exemplifies Roosevelt’s sentiments as to the “positive duty” of the federal government? (A) The regulation of the nation’s

banking industry (B) The establishment of public works

programs (C) The enactment of environmental

conservation programs (D) The appointment of minorities and

women to positions of authority

16. Conservative critics of the ideas expressed in the passage argued that (A) nothing short of a nationalization of

the finance system could solve the crisis.

(B) New Deal programs unreasonably expanded the authority of the national government and of the President.

(C) not enough action was taken to close the wealth gap between the rich and poor.

(D) Roosevelt was too concerned with fiscal responsibility to enact adequate measures for relief.


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Questions 17–19 are based on the following quotation. “A new generation has grown up since the time in which the Watergate affair commanded the attention of the nation…Yet, the legacy of Watergate is still with us today. The distrust of government and the lack of confidence in political leaders is evident in the attitudes of the new generation. Even if the sources of these attitudes are not evident … it is clear that Watergate played a part in their development…As a nation, Americans have not yet recovered the trust they had in their presidents prior to Nixon.”

Arthur G. Neal, National Trauma and Collective Memory (1998)

17. Which of the following most clearly contributed to the growth of the public sentiments described in the passage? (A) Abandonment of most New Deal

reforms (B) A series of foreign policy

humiliations (C) Long-term increases in federal taxes (D) The rapid acceleration of the arms

race

18. Which of the following developed as a result of the changes described in the passage? (A) Increasing American involvement

abroad (B) Slowing economic growth

(C) The rise of conservatism (D) The reduction in national partisan

divisions

19. The public sentiment described in the passage most directly reverses the prevailing American attitudes of (A) the 1850s. (B) the 1890s. (C) the 1920s. (D) the 1930s.

Questions 20–23 refer to the following quotation.

“The Pueblo Indian population was in a steady decline that harked back to the 1540s…Wave after wave of smallpox, influenza, and other European introductions took their toll…But more than disease was doing the grim work. Famines occurred with sorry regularity, the result of periodic droughts exacerbated by increasing use of the land by the Spanish settlers for livestock, causing overgrazing and erosion. Nor was there any let up in demand for tribute by the Spanish overlords.”

Jake Page, In the Hands of the Great Spirit (2004)

20. Which of the following terms best describes the political system that organized the lives of the groups discussed in the passage? (A) Encomienda system (B) Plantation system (C) Mercantile system (D) Caste system

21. On what grounds did the Europeans described in the passage justify their control over the Native Americans? (A) Their numerical advantage (B) Their defeat of other European

colonial powers (C) Their racial and theological

supremacy (D) Their supposed superior

technological knowledge

22. Which of the following best explains the result of the situation described in the passage? (A) The rise of a class of people of mixed

racial heritage (B) The transition to the use of African

slavery in the Southwest (C) The at-times violent resistance of

native groups to their colonial overlords

(D) The loss of Spanish control of the Southwest at the hands of European rivals


23. Which of the following best explains the long-term changes in the practices of the Spanish colonizers? (A) A strengthening of Spanish

conceptions of the natives as inferior and uncivilized

(B) A gradual accommodation of some native practices as colonization goals shifted

(C) A rise in the intensity of Spanish brutality toward Native Americans until their near-extinction

(D) A slow withdrawal of Spanish forces from native territories in the Southwest

Questions 24–27 are based on the following quotation. “The operatives work thirteen hours a day in the summer time, and from daylight to dark in the winter. At half past four in the morning the factory bell rings, and at five the girls must be in the mills. …This is the morning commencement of the industrial discipline (should we not rather say industrial tyranny?) which is established in these associations … Now let us examine the nature of the labor itself, and the conditions under which it is performed. Enter with us into the large rooms, when the looms are at work. … The din and clatter of these five hundred looms, under full operation, struck us on first entering as something frightful and infernal, for it seemed such an atrocious violation of one of the faculties of the human soul, the sense of hearing.”

The Harbinger, “An Account of a Visitor to Lowell” (1836)

24. Which of the following changes in American society during the first half of the nineteenth century is best reflected in this passage? (A) The growth in the political activism

of American women (B) The decline in the nation’s economy

as exports slowed (C) The transition among many

Americans from agricultural to industrial work

(D) The increasing regionalism of the national economy

25. Which of the following explains why young women were such a significant part of the labor force as described in this passage? (A) They could work for low wages. (B) They were particularly valued as

skilled workers. (C) They were among the best educated

in the nation. (D) They could transition easily from

task to task.

26. The growth of production methods as described in the passage most directly contributed to conflicts between (A) the North and South. (B) immigrants and native-born

Americans. (C) the working class and emerging

business leaders. (D) men and women.

27. As the prevalence of a manufacturing system described in the passage increased, middle-class women (A) were increasingly valued for their

role in the national economy. (B) saw a gradual decline in their

standard of living as economic protectionism drove up prices.

(C) openly opposed the transition to a largely male factory workforce.

(D) found their role at home glorified and increasingly separated from their family’s economic interests.


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Questions 28–30 are based on the following cartoon.

28. Which of the following details best

supports the cartoonist’s message? (A) The Populist Party challenged the

dominance of industry in national politics.

(B) Federal laws of the Gilded Age focused on industrial protectionism and avoided regulation.

(C) The growing wealth gap was most pronounced in the nation’s major cities.

(D) Environmental conservationists found that their calls for reform were largely ignored.

29. By what means had business leaders assumed the position illustrated in the cartoon? (A) Consolidation of holdings and

elimination of competition

(B) Cooperation with labor organizations and workers’ guilds

(C) Careful obedience to industrial regulations set forth by Congress

(D) Expansion into the western frontier in search of cheaper labor

30. Which of the following would have been most strongly supported by those who agreed with the cartoonist’s depiction of the trusts? (A) Adoption of laissez-faire political

practices (B) Stricter workplace safety laws (C) Creation of a national income tax (D) Increased representation of the

people in politics

Questions 31–35 refer to the following quotation. “African American slavery evolved slowly in the seventeenth-century American South… Opportunities in the economically diverse Northeast proved much more attractive to immigrants than the staple-crop agriculture of Virginia and the Carolinas, making for permanent labor shortages in the South…How could these English colonists, so steeped in the Enlightenment principles of liberty and constitutionalism, enslave other human beings? The answer is harsh and simple: British colonists convinced themselves that Africans were not really human beings—that they were property—and thus legitimate subjects for enslavement within the framework of English liberty…When combined with perceived economic necessity, English racism and rationalization for enslavement of African people became entrenched.”

Larry Schweikart and Michael Allen, A Patriot’s History of the United States (2004)

31. Which of the following details best supports the argument made in the passage above? (A) The rise of the merchant economy in

the New England colonies (B) The development of a caste system

that included members of mixed race

(C) The establishment of strong codes supporting chattel slavery

(D) The decline in the Atlantic slave trade as an intercolonial slave trade took off


32. Which of the following most directly contributed to the “economic necessity” of slavery as referenced in the passage? (A) The growth of the mercantile system (B) Competition among colonies of the

European powers (C) The economic diversity of the

Southern colonies (D) A shortage of indentured servants

33. In which of the following English colonies were the ideas expressed in the passage adopted the earliest? (A) The Carolinas (B) Georgia (C) Pennsylvania (D) Maryland

34. Even as the trends described in the passage intensified, how did enslaved Africans most commonly respond? (A) By assimilating as completely as

possible to British ways in order to avoid conflict

(B) By openly defying the rule of their masters through frequent attempts at armed rebellion

(C) By forming informal alliances with indentured servants in order to increase their role in society

(D) By engaging in various means of passive resistance to assert some control over their lives

35. Which of the following best contrasts the English approach to slavery with that of the Spanish and French? (A) The English were more likely to

import slaves in large numbers. (B) The English developed more rigid

racial stereotypes and divisions. (C) The English tended to prefer the

labor of indentured servants over time.

(D) The English perceived slavery as a more transient arrangement.

Questions 36–37 are based on the following image.

Thomas Cole, “Indian at Sunset” (1845)


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36. This style of painting is representative of (A) the influence of elitism in the

American arts, particularly in painting.

(B) the growth of a national aesthetic, blending European mechanics with American themes.

(C) the tendency of American artists to reflect political bias in artistic representations.

(D) the rejection of traditionalism in the growing American society.

37. Which of the following historical developments of the time period is best reflected in this painting? (A) The rise of mass democracy (B) The expansion of belief in Manifest

Destiny (C) The competition between traditional

and industrial economic values (D) The growth of sectionalism

Questions 38–41 are based on the following quotation. “Settlement house residents also equated human betterment with middle-class values and supported…anti-radicalism as well as Americanization…[they] relied on technical skills and social ‘reform’—such as tenement house legislation and the building of parks—to regulate the poor…In any case, settlement houses…were conservative responses to cultural diversity and social fragmentation…[helping] to rationalize and stabilize the social and economic order of the day.”

Walter I. Trattner, From Poor Law to Welfare State (2007)

38. Which of the following challenges of the late nineteenth century was most directly addressed by the movement described in the passage? (A) Conflict between the working class

and industrialists (B) Overcrowding in the cities due to a

lack of affordable transportation (C) Skyrocketing populations of new

immigrant groups (D) Corruption among local

governments, especially in cities 39. Which of the following groups was most

closely involved in the movement described in the passage? (A) Religious reformers (B) Civil rights workers (C) Middle-class women (D) Republican Party leaders

40. Which of the following best describes the goal of the movement described in the passage? (A) To reduce industrial abuses and

improve working conditions (B) To expose the plight of the poor to

the nation’s leaders (C) To organize political support for

friendly candidates (D) To support the assimilation of new

groups into American society

41. Which of the following developed most directly as a result of the movement described in the passage? (A) A decline in nativism (B) An increasing public role for women (C) Political reform at the national level (D) The rise of the middle class


Questions 42–45 are based on the following quotation.

“I have been asked, for instance, to what extent deportation will check radicalism in this country. Why not ask what will become of the United States Government if these alien radicals are permitted to carry out the principles of the Communist Party as embodied in its so-called laws, aims and regulations?

There wouldn’t be any such thing left. In place of the United States Government we should have the horror and terrorism of bolsheviki tyranny such as is destroying Russia now. Every scrap of radical literature demands the overthrow of our existing government…The whole purpose of communism appears to be a mass formation of the criminals of the world to overthrow the decencies of private life, to usurp property that they have not earned, to disrupt the present order of life regardless of health, sex or religious rights.”

A. Mitchell Palmer, “The Case Against the ‘Reds’,” (1920)

42. Which of the following events most directly contributed to the sentiments expressed in the passage? (A) The arrival of the New Immigrants (B) The increase in labor disputes

following the Great War (C) The dramatic rise in unemployment

following the stock market crash (D) The rise of fascism in Europe

43. Which of the following groups was most likely to be targeted by the campaigns of the author? (A) Western farmers (B) Financial industry leaders (C) Union members (D) Media executives

44. Which of the following events from the 1920s is most consistent with the sentiments expressed in the passage? (A) The criminal prosecution of

immigrants with connections to radical groups despite frequent lack of evidence

(B) The severe limitation of immigration in the post-war years

(C) The rise of fundamentalism in response to the growth of ideas seen as contrary to the “American way”

(D) The commitment of the United States government to policies of isolationism

45. The sentiments expressed in the passage are most nearly reflected in the events of the (A) 1930s. (B) 1940s. (C) 1950s. (D) 1960s.

Questions 46–49 are based on the following graph.

© Cengage Learning

46. Which of the following historical developments most significantly contributed to the trend shown in this graph? (A) American population growth (B) Cold War tensions (C) Federal support for higher education (D) Migration to the Sun Belt

47. Which of the following trends from the post-war era most closely mirrored the trend shown in the graph? (A) Union membership (B) Immigration to the United States (C) Voter turnout (D) Home ownership


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48. Which of the following best characterizes the cultural impact of the growth shown in this graph? (A) Women’s role outside the home was

increasingly accepted, based in part on progressive depictions of working women.

(B) Unique programming available in various markets led to increasing regionalization of American values.

(C) The dominant portrayals of traditional parents and their children led to the idealization of family life.

(D) The material gap between the rich and poor exacerbated the social divisions along class lines.

49. Which of the following groups benefited most directly from the development shown in this graph? (A) Civil rights protesters (B) Advocates of women’s liberation (C) Members of the counterculture (D) The American military

Questions 50–51 are based on the following cartoon.

British Cartoon, “The Ballance [sic] of Power” (1781)

Verse: “America, dup’d by a treacherous train, now finds she’s a Tool to both France and to Spain; yet all three united can’t weight down the Scale, so the Dutchman jumps in with the hope to prevail.

Yet BRITAIN will boldly their efforts withstand, and bravely defy them by Sea and by Land:

The Frenchman shall drub and the Spaniard shall Beat, while the Dutchman shall Ruin by Seizing his Fleet. Th’ Americans too will with Britons Unite, and each to the other be Mutual Delight.”

Figure on the Left: “No one injures me with impunity.”

Seated Figure on the Right: “My ingratitude is justly punished.”

50. Which of the following best explains the cartoonist’s choice of a scale in this image? (A) The comparability of military

resources held by both sides of the conflict

(B) The financial origins of the American Revolution

(C) The overwhelming advantages held by the British

(D) The debate over questions of equality that fueled the Revolutionary movement


51. Which of the following details from this era most directly contradicts the position of the cartoonist? (A) The unification of American

colonists against British rule as early as 1775

(B) The establishment of a successful American republican government following the Revolution

(C) The success of the American Revolution based in large part on the support of European allies

(D) The origins of the American Revolution in the ideals of the Enlightenment and the Great Awakening

Questions 52–55 are based on the following quotations.

“Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States.”

Thirteenth Amendment to the U.S. Constitution (1865)

“All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.”

Fourteenth Amendment to the U.S. Constitution (1868)

“The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.”

Fifteenth Amendment to the U.S. Constitution (1870)

52. The intent of these amendments was most directly undermined by (A) the Kansas–Nebraska Act. (B) the sharecropping system. (C) the rise of Republican reconstruction

governments in the South. (D) the growth of nativism.

53. Which of the following groups most actively opposed the efforts of these amendments? (A) Radical Republicans (B) State and local officials in the South (C) Women’s rights activists (D) The United States Supreme Court

54. Which of the following best explains the ideology behind the three amendments listed here?

(A) A desire to legislate changes to the nation’s concept of citizenship and liberty

(B) An attempt to remove the causes for sectional tension

(C) The necessity of enforcing federal supremacy over the States

(D) The impact of religious reform movements on national politics

55. During which of the following periods was the most progress made in protecting the rights promised by these three amendments? (A) The Gilded Age (B) The Progressive Era (C) The New Deal (D) The Great Society

STOP

END OF SECTION I, PART A

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AP UNITED STATES HISTORY EXAMINATION Section I

Part B: Short-Answer Questions Writing Time—45 minutes

Directions: Read each question carefully and write your responses in the corresponding boxes on the free-response answer sheet. Use complete sentences; an outline or bulleted list alone is not acceptable. You may plan your answers in this exam booklet, but only your responses in the corresponding boxes on the free-response answer sheet will be scored.

1. Answer a, b, and c. a) Define Manifest Destiny. b) Give at least ONE piece of evidence of how the idea of Manifest Destiny served to guide

the practice of the American government. c) Evaluate the impact of Manifest Destiny on ONE of the following, making sure to provide

at least ONE piece of evidence to support your description: The American economy American foreign policy The American Indians

2. Using the cartoon above, answer a, b, and c. a) Briefly describe how ONE element of this cartoon explains the events of the post–Great

War debate in the United States. b) Briefly describe how ONE OTHER element of this cartoon explains the events of the

post–Great War debate in the United States. c) Briefly explain the results of the post–Great War debate on American foreign policy in

the post–Great War years.


“What is called the Second Party System had taken shape by the mid-1830s. Although neither party had a single economic base, the Democrats successfully promoted themselves as the party of the people, defending average workers against allegedly oppressive corporations like the Bank of the United States. Their opponents, the Whigs, answered that it was ‘King Andrew’ who was oppressive;... Appealing sharply to the working classes, the Democrats also utilized rhetoric of class conflict that was anathema to the Whigs, who saw social classes as economically interdependent and harmonious, not at war with one another.”

David S. Reynolds, Waking Giant: America in the Age of Jackson (2009)

3. Using the excerpt, answer a and b. a) Briefly contrast the ideology of the Democrats and the Whigs of the 1830s and 1840s. b) Provide an example of ONE policy favored by the Democrats. c) Provide an example of ONE policy favored by the Whigs.

4. Answer a, b, and c. a) Identify and explain ONE argument used in favor of the institution of slavery in the years

before 1860. Provide at least ONE historical detail to support the argument you choose. b) Identify and explain ONE argument used against the institution of slavery in the years

before 1860. Provide at least ONE historical detail to support the argument you choose. c) Name and describe ONE national policy that addressed the issue of slavery in the years

before 1860.

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


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SECTION II: FREE-RESPONSE ESSAYS

Section II of the examination has two kinds of questions. Part A is the Document-Based Question, which you must answer. Part B contains two general long-essay questions. You are to answer one essay question from Part B. You will have a total of 95 minutes to complete the document-based essay and the long essay.

AP UNITED STATES HISTORY EXAMINATION Section II

Part A: Document-Based Question (DBQ) Time—60 minutes

Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. You are advised to spend 15 minutes planning and 45 minutes writing your answer.

Write your response on the lined pages that follow the questions. In your response you should do the following:

State a relevant thesis that directly answers all parts of the question. Support the thesis or relevant argument with evidence from all, or all but one of the

documents. Incorporate analysis of all, or all but one, of the documents into your argument. Focus your analysis of each document on at least one of the following: intended

audience, purpose, historical context, and/or point of view. Support your argument with analysis of historical examples outside the documents. Connect historical phenomena relevant to your argument to broader events or

processes. Synthesize the elements above into a persuasive essay.

1. Analyze the growth of conservatism in modern America. To what extent did conservative ideals prevail over liberalism? Confine your answer to the period between 1968 and 1988.


Document 1: Presidential Election of 1968

Source: Cengage Learning

Document 2: Roe v. Wade (1973)

State criminal abortion laws, like those involved here, that except from criminality only a life-saving procedure on the mother’s behalf without regard to the stage of her pregnancy and other interests involved violate the Due Process Clause of the Fourteenth Amendment, which protects against state action the right to privacy, including a woman’s qualified right to terminate her pregnancy.

(a) For the stage prior to approximately the end of the first trimester, the abortion decision and its effectuation must be left to the medical judgment of the pregnant woman’s attending physician.

Source: U.S. Supreme Court, Majority Opinion, Roe v. Wade (1973)


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Document 3: Senator Sam Ervin, Statement before the North Carolina General Assembly (1977)

The Equal Rights Amendment is unrealistic because it commands Congress and all State Legislatures to ignore sex when making laws. ..Whenever [Americans] are confronted by any problem, a substantial number of [them] demand the passage of a new law or the adoption of a new Constitutional Amendment to solve the problem. All too often their legislatures harken to this demand without pausing to determine whether or not laws or constitutional provisions already in existence are sufficient to cope with the problem or whether the proposed new law or constitutional amendment will create problems more serious than the problems it seeks to solve, or whether the problem is one which must be solved by human cooperation or religion rather than by the law or the Constitution.

…If the Equal Rights Amendment is construed as its most militant advocates say it must be construed, i.e., to nullify every law making any distinction between men and women…wives, mothers, and widows will be robbed of these protections and laws relating to rape and seduction and other sexual crimes will be annulled.

Source: Congressional Digest, June 1977

Document 4: “The Triumph of the Right, 1980”

Source: Jim Borgman Cartoon, 1980


Document 5: Ronald Reagan, Remarks on the Signing of the Economic Recovery Tax Act (1981)

These bills that I’m about to sign… represent a turnaround of almost a half a century of a course this country’s been on and mark an end to the excessive growth in government bureaucracy, government spending, government taxing.

And we’re indebted for all of this—I can’t speak too highly of the leadership, Republican leadership in the Congress and of those Democrats who so courageously joined in and made both of these truly bipartisan programs. But I think in reality, the real credit goes to the people of the United States who finally made it plain that they wanted a change and made it clear in Congress and spoke with a more authoritative voice than some of the special interest groups that they wanted these changes in government.

This represents $130 billion in savings over the next 3 years. This represents $750 billion in tax cuts over the next 5 years. And this is only the beginning, because from here on now we are going to have to implement all of these, and it’s going to be a job to make this whole turnaround work. It’s going to be the number one priority—or continue to be the number one priority of our administration.

Source: Ronald Reagan, Remarks on the Signing of the Economic Recovery Tax Act (1981)

Document 6: Ronald Reagan, Speech to the National Association of Evangelicals (1983)

I want you to know that this administration is motivated by a political philosophy that sees the greatness of America in you, her people, and in your families, churches, neighborhoods, communities—the institutions that foster and nourish values like concern for others and respect for the rule of law under God.

…Now, I don’t have to tell you that this puts us in opposition to, or at least out of step with, a prevailing attitude of many who have turned to a modern-day secularism, discarding the tried and time-tested values upon which our very civilization is based… And while they proclaim that they’re freeing us from superstitions of the past, they’ve taken upon themselves the job of superintending us by government rule and regulation. … Freedom prospers when religion is vibrant and the rule of law under God is acknowledged. When our Founding Fathers passed the First Amendment, they sought to protect churches from government interference. They never intended to construct a wall of hostility between government and the concept of religious belief itself.

…More than a decade ago, a Supreme Court decision literally wiped off the books of 50 States statutes protecting the rights of unborn children. Abortion on demand now takes the lives of up to one and a half million unborn children a year. Human life legislation ending this tragedy will some day pass the Congress, and you and I must never rest until it does. Unless and until it can be proven that the unborn child is not a living entity, then its right to life, liberty, and the pursuit of happiness must be protected.

Source: Ronald Reagan, Speech to the National Association of Evangelicals (1983)


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Document 7: The United States’ Gross National Debt (1966–1987)

FISCAL YEAR GROSS NATIONAL DEBT (in millions of U.S. Dollars,

adjusted for inflation) 1966 328,498 1967 340,445 1968 368,685 1969 365,769 1970 380,921 1971 408,176 1972 435,936 1973 466,291 1974 483,893 1975 541,925 1976 628,970 1977 706,398 1978 776,602 1979 829,467 1980 909,041 1981 994,828 1982 1,137,315 1983 1,371,660 1984 1,564,586 1985 1,817,423 1986 2,120,501 1987 2,345,956 1988 2,601,104 1989 2,867,800 1990 3,206,290

Source: Office of Management and Budget Historical Tables

End of documents for Question 1.

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Part B: Long-Essay Questions Writing Time—35 minutes

Directions: You are advised to spend 35 minutes writing your answer. In your response you should do the following.

State a relevant thesis that directly addresses all parts of the question. Support your argument with evidence, using specific examples. Apply historical thinking skills as directed by the question. Synthesize the elements above into a persuasive essay.

1. Some historians contend that the rise of the American system in the first half of the nineteenth century served to unite the nation. Support, modify, or refute this contention using specific evidence.

2. Some historians contend that the aftermath of the Second World War served to unite the nation. Support, modify, or refute this contention using specific evidence.

END OF EXAMINATION


SECTION I, PART A: MULTIPLE-CHOICE QUESTIONS

1. (B) 12. (D) 23. (B) 34. (D) 45. (C)

2. (D) 13. (D) 24. (C) 35. (B) 46. (C)

3. (A) 14. (A) 25. (A) 36. (B) 47. (D)

4. (D) 15. (B) 26. (C) 37. (B) 48. (C)

5. (C) 16. (B) 27. (D) 38. (C) 49. (A)

6. (B) 17. (B) 28. (B) 39. (C) 50. (C)

7. (B) 18. (C) 29. (A) 40. (D) 51. (C)

8. (A) 19. (D) 30. (D) 41. (B) 52. (B)

9. (D) 20. (A) 31. (C) 42. (B) 53. (B)

10. (C) 21. (C) 32. (D) 43. (C) 54. (A)

11. (A) 22. (C) 33. (A) 44. (A) 55. (D)

SECTION I, PART B: SHORT-ANSWER QUESTIONS

QUESTION 1 SAMPLE STRONG RESPONSE a) Manifest Destiny was the belief that American’s were pre-ordained by

God as masters of the entire continent of North America. b) The United States government actively supported American Westward

expansion in the name of Manifest Destiny, going so far as to welcome (or perhaps provoke) war with Mexico in 1846 in order to gain control of valuable Western territories like California on the Pacific coast.

c) The pursuit of Manifest Destiny intensified conflict between the U.S. and the American Indians. As more settlers moved West, conflicts between pioneers and the tribes whose land was threatened grew in number, and the U.S. began to use the military to subdue the Native Americans, eventually forcing assimilation through the Dawes Act.

QUESTION 2 SAMPLE STRONG RESPONSE a) The preacher’s book is labeled as the League of Nations, representing the

one main part of Wilson’s 14 Points that were realized in the 1919 Treaty of Versailles. This was also the most contentious part of the Treaty that Wilson presented (unsuccessfully) to be ratified.

b) The man bursting through the window, labeled “U.S. Senate,” carries with him a document titled “Constitutional Rights.” This explains the Senate’s greatest fear about the United States’ joining the League of Nations: that it would force America into foreign wars without the express consent of Congress (whose constitutional right it was to declare war).

c) Henry Cabot Lodge and other Senators led the nation on a return to economic and political isolationism after the Great War, raising tariffs and refusing to ratify the Treaty of Versailles.


QUESTION 3 SAMPLE STRONG RESPONSE a) The Democrats, many of them laborers and Western farmers, preferred a

laissez-faire approach to the economy, preferring to protect the liberty of individuals over government economic protectionism. The Whigs, more often involved in manufacturing, finance, or large-scale agriculture, believed that the leaders in government should intervene in the economy to advance the nation’s interests in the long run.

b) Democrats supported the dismantling of the National Bank, to reduce the influence of the elite financiers in the economy.

c) The Whigs supported Henry Clay’s American System for the construction of internal improvements and infrastructure, along with the preservation of the National Bank.

QUESTION 4 SAMPLE STRONG RESPONSE a) Particularly after the Second Great Awakening of the 1830s, which had

popularized religious rhetoric, many in the South used Biblical themes to justify slavery as a positive social good ordained by God for the benefit of masters and the protection of slaves.

b) With the rise of the abolitionist movement in the 1840s and 1850s came many arguments about the immorality of slavery as brutal, inhumane, and unjust. Harriet Beecher Stowe famously spread this message in her 1852 novel, Uncle Tom’s Cabin.

c) Before 1860, most national policies sought to avoid the question of slavery altogether, like Stephen Douglas’ Kansas-Nebraska Act of 1854, which sought to allow popular sovereignty to determine the status of slavery in the Western territories rather than legislating the decision in Congress.

SECTION II, PART A: DOCUMENT-BASED QUESTION (DBQ)

SAMPLE STRONG RESPONSE The 1960s had been a time of great liberalism in the United States, both politically and socially. While President Lyndon Johnson’s Great Society had sought to expand the government’s reach to the environment, public schools, health care, and more, the Civil Rights movement and growing counterculture had liberalized many Americans’ views on morality and liberty. Nevertheless, although many of the major reforms in social welfare remained popular with members of both parties, the radicalism of the late 1960s inspired a conservative backlash that led to a shift in federal economic policy and bolstered growing opposition to many of the social changes that had occurred. Average American’s hostility towards the radicalism of the activists of the late 1960s and early 1970s led to a backlash that revived conservatism in America. Civil Rights legislation, like the Voting Rights Act of 1965, and federal support for affirmative action programs revived the states’ rights protests of conservatives in the South. Furthermore, the activism of the Supreme Court under Chief Justices Earl Warren and Warren Burger inspired even more significant opposition. While Warren had expanded the rights of the criminally accused and expanded the Court’s interpretation of the Establishment Clause to preclude school prayer, Burger presided over the Roe v. Wade decision that would galvanize enormous protests against its effective legalization of abortions in the first trimester (Doc. 2). It would, in


part, be opposition to this victory of the women’s liberation movement that would help strengthen those who fought against another effort of feminists, the Equal Rights Amendment. Despite success in the U.S. Congress, Phyllis Schlafly and other conservatives crusaded against the ERA by claiming that it would destroy traditional family values. Senator Sam Ervin did his best to convince North Carolina not to ratify the amendment by expanding on this logic (Doc. 3), and ultimately the ERA failed to achieve enough state support for ratification. Furthermore, fundamentalist Christian groups like the Moral Majority would be inspired into political activity, eventually lending their support to Ronald Reagan, who made no secret of his ultra-conservative social views (Doc. 6). Though Roe, civil rights laws, and the expansions of the 1st amendment protections would remain in force (albeit with some limitations imposed by the Court in the late 1980s), the rise of conservatism significantly checked the expansion of social reforms. Having gained political traction based on opposition to the social changes of the previous decades, conservatives were more successful in changing national economic policy as they gained representation in Congress. Though Nixon had cultivated the support of Conservatives (especially in the South via the Southern Strategy), he was surprisingly liberal in his domestic entitlement programs. This served to strengthen the more conservative elements of his Republican Party, however, and by the time that Reagan was elected in 1980, conservatives were determined to make significant changes to the nation’s fiscal decisions. This was possible, given the much acclaimed Republican majority in the Senate and comfortable position in the House with the support of conservative Southern Democrats (Doc. 4). From this position of political strength, the Republicans set out in 1981 to balance the budget. By slashing social welfare budgets, proponents of “Reaganomics” were able to reduce the size of government. Unfortunately, they also exacerbated the effects of an economic recession in the early 1980s, one that even Reagan admitted would not be eased by the tax cuts called for by his supply-side economic theories (Doc. 5). Over time, the recession eased and the economy grew, but lack of support for dismantling the vast Social Security and Medicare programs along with a skyrocketing defense budget led to a ballooning budget deficit (Doc. 7). Because of American reluctance to overturn many of the major liberal victories of the 1960s, the Conservative legacy is somewhat mixed. Nevertheless, building upon a general opposition to the radical protests of the late 1960s, conservatives were able to build a coalition that would propel them to political victories in 1968, 1980, 1984, and 1988. They limited the expansion of social reforms (especially abortion) and managed to reverse the nation’s fiscal policy objectives for more than two decades.

SECTION II, PART B: LONG-ESSAY QUESTIONS

QUESTION 1 SAMPLE STRONG RESPONSE Following the War of 1812, America entered a period of strong nationalism, known as the Era of Good Feelings. The security and stability of the early 19th century allowed for significant development, and many American leaders, Kentucky congressman Henry Clay chief among them, began to push for the national government to help to coordinate the nation’s economic growth. In particular, Clay and his supporters sought the development of a strong banking system, a protective tariff, and federally constructed roads


and canals. Although the American System, as it was known, served to link the Northeast and the West, it failed to unite the plantation South to the growing industrial economy and could not overcome sectional social divisions over the issue of slavery. Above all, the transportation links developed by the American System supported the growth of economic and social ties between the industrializing Northeast and the growing West. The completion of the Cumberland Road and the rise of the steamboat made travel between the Northeast and West much more efficient, inviting more settlers and merchants alike to traverse the distance. Although the federal government (tellingly divided over the wisdom of using government power to benefit the individual states that roads and canals would connect) made relatively few commitments, the economic nationalism of the American System encouraged the states to begin projects of their own. One such project, the Erie Canal, was completed in 1825 and helped to reduce the cost of shipping by more than 90 percent. This enabled the developing industrial sector in the Northeast to sell manufactured goods to Western farmers. In return, Western food products could be bought at low prices to feed the growing Northeastern cities. These economic ties led to political alliances as many Westerners (like Clay himself) supported the kinds of nationalist policies that New Englanders had long been known for. On the other hand, despite the high hopes of Clay and his supporters, the American System did not fundamentally change the relationship between the South and the rest of the United States. Relatively few infrastructure projects were begun in the South, and those that were built tended to serve only to bring inland cash crops to the Southern coast for export. Furthermore, the tariff policies that found favor in the Northeast and, to a lesser extent, the West, were strongly opposed by the South, which saw none of the benefits of the protective measures and felt all of the costs as it relied heavily on trade with England and other European nations. Furthermore, the American System could not overcome sectional divisions over the morality of slavery and the accompanying rise in states’ rights sentiments among Southerners. As revealed in the crisis that accompanied Missouri’s petition for statehood, significant distrust existed between the regions of the United States. Henry Clay, Daniel Webster, and John C. Calhoun managed to hammer out a compromise in 1820, but the divisions that the debate revealed made clear to the nation that no amount of economic nationalism could overcome the great economic, social, and political differences between North and South. Having successfully tied together the futures of the Northeast and West, the American system set into motion a series of events that would help to further the expansion of American industrialism and secure the economic future of a generation of Western farmers. Nevertheless, the infrastructure improvements had little impact on the isolated Southern plantation economy and political divisions over the role of the national government and the existence of slavery precluded Southern acceptance of the American System. The Missouri Compromise foreshadowed much of what was to come, and the sectional divisions between North and South in many ways were intensified by the economic policies of this era.


QUESTION 2 SAMPLE STRONG RESPONSE Despite American hesitations over whether to become involved in World War II as it began, by the time the United States formally entered the war the nation was well unified under the call to fight the Axis powers. After the United States emerged from the War victorious, an intense nationalism engulfed the nation, strengthened by the McCarthy era scare tactics. However, despite the popular portrayal of the era as a time of charming conformity, World War II itself had planted seeds of a series of movements that would threaten national harmony. On the surface, economic and political developments tied to the nation’s involvement in WWII created a society that seemed to be more homogenous than it had ever been. The GI Bill of Rights’ most significant effect was to enable thousands of American families to enjoy the position of the middle class. With federally funded college degrees and the newfound ability to purchase new homes and cars, suburbs sprang up outside every major city. Famous among home builders of the era, the Levitt Brothers’ Levittown model, based on inexpensive construction of nearly-identical houses, gave birth to the cookie-cutter neighborhoods (and cookie-cutter families) that were made famous by 1950s sitcoms like Leave it to Beaver. Additionally, the nation’s fear of Communist infiltration supported cultural conformity, as no one wanted to be singled out in a time when Senator Joseph McCarthy and the House Un-American Activities Committee were questioning the actions of those who did not seem “American enough.” The nationalism of the war years had certainly built the nation’s vision of itself as a unified country enjoying unprecedented prosperity. Nevertheless, America’s involvement in World War II had offered many groups opportunities that had previously been denied to them, opportunities that they were loath to give up in the name of national unity. Specifically, African-Americans and women were reluctant to relinquish the freedoms they had gained during the war years. Black Americans’ experiences in the military, despite having fought in segregated units, had convinced them of their rights to equal treatment as American citizens. Even as popular culture glossed over the nation’s significant Black minority, the Civil Rights Movement was brewing in the early 1950s and would take off after the 1954 Supreme Court decision of Brown v. Board, much to the distaste of many Southerners, who attempted to squash the movement by labeling rights activists as agitators. Women, on the other hand, struggled with the cultural expectation that they should abandon their part in the national economy to return to a life of domesticity. Despite popular depictions of family life, more and more women began to question the assumption that they should be satisfied exclusively by their role as wife and mother. Spurred on by Betty Friedan’s book, The Feminine Mystique, the women’s liberation movement of the 1960s—with all of its challenges to cultural harmony—had its roots in the culture of the 1950s. Even the Baby Boom, which seemed so in line with the images of the placid post-war era, sowed the seeds of the counter-culture movement that divided liberals and conservatives in the 1960s, as the youth of the nation proved reluctant to conform to the expectations of their parents’ generation. This they proved through their commitment to a wide range of social protests, controversial music choices, and snubbing of more formal forms of dress and behavior. The fruit of America’s war efforts turned out to be exactly the spark that would open the country to radical challenges to its traditional way of life.


Despite building a sense of nationalism that led Americans to perceive themselves as living in an era of unprecedented harmony, the impact of the Second World War had in fact created the circumstances that would sow division between reformers and conservatives in the decades to come. Popular culture, even bolstered by the booming popularity of television, was no match for the realities of discontent among the nation’s forgotten groups nor could it prevent the rise of a counterculture movement in the 1960s.

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