apush dbq prompts pdf 2022

JB's AP U.S. HISTORY

John Burkowski Jr.

[email protected]

Academy for Advanced Academics at Florida International University

JB's AP Government Site

JB's AP Macroeconomics Site

DOCUMENT-BASED QUESTION (DBQ)

HIPP: DOCUMENT ANALYSIS

Credit: Anonymous; Revisions by: JB

DBQ ESSAY SCORING GUIDE

Credit: Steve Klawiter

JB DBQ Strategy for Max Potential Scoring

DBQ PACKETS

Includes revised and original DBQ prompts, rubrics, color-coded scored student samples.

NOTE: Not all packets are the same. Some are just the prompts and documents while others have student samples.

American Revolution DBQ

Rubrics and Color-Coded Student Sample included

Market Revolution DBQ

Early 19th century national identity dbq.

Rubrics and Color-Coded Student Samples included

Immigration (1870-1929) DBQ

Imperialism dbq, progressive era dbq, world war i dbq, 1920s society and culture dbq, civil rights movement dbq, rise of women's movement (1940-1975) dbq, rise of late 20th century conservatism dbq, late 20th-early 21st century american foreign policy dbq.

The 2022 APUSH Free-Response Questions

If you’d like to know what the prompts and documents were for the 2022 APUSH free-response questions, you can download them here , on The College Board’s website.

Watch Tom Richey’s overview of these free-response questions here .

Click here to view Tom Richey’s sample responses to the 2022 APUSH SAQ items.

Click here to view Tom Richey view my sample response(s) to the 2022 APUSH DBQ. This file will be updated to include several sample responses that would earn different point values.

Based off of excerpts from Ray Allen Billingham’s Westward Expansion,  A History of the American Frontier , 1949 and Carlos A. Schwantes’ The Concept of the Wagoners’ Frontier, 1987, this was Question 1 on the short answer question section of the 2022 APUSH Exam.

1. Using the excerpts, respond to parts a, b, and c. a. Briefly describe one major difference between Billington’s and Schwantes’ historical interpretations of the American West. b. Briefly explain how one historical event or development from 1848 to 1898 that is not explicitly mentioned in the excerpts could be used to support Billington’s interpretation. c. Briefly explain how one historical event or development from 1848 to 1898 that is not explicitly mentioned in the excerpts could be used to support Schwantes’ interpretation.

Question 2 of the short-answer section was based off of an excerpt from John Mercer Langston’s petition to the Ohio state legislature, 1854. It asked:

2. Using the excerpt, respond to parts a, b, and c.

a. Briefly describe the point of view of the excerpt.

b. Briefly explain how one specific historical event or development between 1783 and 1854 led to developments such as that depicted in the excerpt.

c. Briefly explain how one specific historical event or development between 1854 and 1877 resulted from developments such as that depicted in the excerpt.

Questions 3 and 4 of the short answer section were as follows:

3. Respond to parts a, b, and c.

a. Briefly describe one way that one Native American society adapted to its environment prior to European contact.

b. Briefly explain one similarity in how Native American societies in two regions adapted to European contact from 1492 to 1763.

c. Briefly explain one difference in how Native American societies in two regions adapted to European contact from 1492 to 1763.

4.Respond to parts a, b, and c.

a. Briefly describe one way reform movements responded to economic conditions from 1880 to 1920.

b. Briefly explain one similarity in how two reform movements attempted to change United States society from 1880 to 1920.

c. Briefly explain one difference in how two reform movements attempted to change United States society from 1880 to 1920.

Section II of the AP U.S. History free-response section comprises of a document-based question (DBQ) and one long essay question (LEQ), which you can choose to answer from three different prompts.

Question 1, the document-based question on the 2022 APUSH Exam asked test takers to:

1. Evaluate the extent to which the United States developed an identity between 1800 and 1855.

For the long essay questions, students were asked to respond to one of the following prompts:

2. Evaluate the relative importance of causes of population movement to colonial British America in the period from 1607 to 1754.

3. Evaluate the relative importance of causes of the rise of industrial capitalism in the United States in the period from 1865 to 1900.

4. Evaluate the relative importance of causes of internal migration within the United States in the period from 1900 to 1970.

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Choose Your Test

Sat / act prep online guides and tips, every ap us history practice exam available: free and official.

Advanced Placement (AP)

If you want to do well on the AP US History exam, you have to practice! Practice tests can help you organize your prep logically around areas of the curriculum that are most challenging for you. This article provides a complete list of all official and unofficial AP US History practice test materials available online , as well as detailed instructions and tips on how to use them in your studying.

Official AP US History Practice Exams and Questions

This section lists all the free official practice tests and questions available online for AP US History. These practice tests and free-response questions come directly from the College Board. You can use the free-response questions to practice writing essays at any point during the school year, but I'd save the full exams for the final stages of your study process .

The closer you get to the AP US History exam, the more important it'll be to understand exactly where your weaknesses lie and which aspects of the test present the most significant challenges. Official materials provide the best practice because the questions are a consistently accurate representation of the content and format of the real test .

Full-Length AP US History Practice Exams

There is one full-length, official AP US History practice tests available for download:

• 2017 Practice Exam

Though the practice test comes with answer keys for the multiple-choice part, you'll have to use the official scoring guidelines to score your own free-response answers. You could also ask your AP US History teacher if they'd be willing to grade your practice essays for you.

This test is the very best free practice exam available online, so try to save it for when you're closer to test day and want to get an accurate estimate of your score level.

AP US History Free Response Questions, 2015-2020 and 2021

Free-response questions for AP US History have undergone some minor changes in recent years, but these sample questions will still closely resemble the format of the free-response section of the test that you're taking . You'll also find scoring guidelines here and some sample student responses.

I encourage you to save the most up-to-date questions for later on in the study process so that you can get a better idea of what your scores will look like on the real AP test.

AP US History Course and Exam Descriptions

Official AP US History Course and Exam Descriptions offer plenty of multiple-choice questions and free-response questions—just not in the format of a full-length test . You can get some great practice with these materials, especially if you're looking to zero in on specific weaknesses.

Here are the APUSH Exam Descriptions that are currently available online:

• Course and Exam Description : Updated for current AP exam format. Contains 17 multiple-choice questions, one short-answer question, one DBQ, and one Long Essay prompt.
• 2017-18 Course and Exam Description : Mostly updated for current exam format. Contains the same questions as those in the 2017 practice test linked above.

There is also this document with sample questions from the 2012 AP US History curriculum framework . With this, you'll get 11 multiple-choice questions, three short-answer questions, one DBQ, and two Long Essay prompts.

AP Classroom

This new and innovative tool by the College Board allows you to complete and submit homework for your AP US History class online through a special portal managed by your US History teacher. What's really cool, though, is that your teacher can also assign you official practice questions here as a way to supplement your exam prep.

AP US History Document-Based Questions, 1973-1999

This document includes a bunch of DBQs from past versions of the AP US History test. This question has remained relatively consistent throughout the years, so I'd say these are totally fine to use as practice materials.

You never know exactly what the documents will look like on the test, so you should practice analyzing them until you feel comfortable with all different types of sources.

Unofficial AP US History Practice Tests and Questions

The following AP US History tests are not directly from the College Board, but they will still help you become familiar with the material. This section includes links to both full unofficial practice tests and small-scale, topic-specific quizzes. The short quizzes may be useful in the early stages of your studying when you want to target certain eras or avoid questions on material your class hasn't covered yet.

AP US History Prep Books

Even though I'm emphasizing online practice materials in this article, it's also worth mentioning that some APUSH prep books include high-quality practice tests that are modeled directly after the newest version of the exam. If you're willing to part with some of that sweet cash money, check out our list of the best review books for AP US History .

High School Test Prep Practice Tests

This site has nine quizzes, each covering a different time period. The quizzes are each 20 questions long and are multiple choice. They're not a great match for the actual AP US History exam, but they can be good practice for basic dates and facts, especially if there's a time period you're particularly shaky on.

Full Old-Format Practice Exam

This old-format AP US History practice test was created by an AP teacher. It has 80 multiple-choice questions, each with five answer choices (the current test format has 55 questions and four answer choices for each question, so you'll need to tweak this old exam a lot). It also has one DBQ and some essay prompts that are a little different from the current Long Essay requirement.

Historyteacher.net Mini Practice Quizzes

Here, you'll find practice quizzes for every topic covered in the US History course. There are multiple-choice questions and for some topics "short answer" questions (there's a drop-down menu of 12 answer choices). These won't help much with the more analytical elements of the test, but if you want to test your factual recall, they'll serve you well.

Albert AP US History Practice Quizzes

Albert maintains a series of free, high-quality practice quizzes on every topic covered by the AP US History curriculum (and all have been updated for the 2020 exam format and units). Some resources other fee, other require a paid membership. As you take them, the site will display stats that detail how you're faring on questions of each difficulty level. This should help you figure out the areas in which your memory is shakier.

Practice Quizzes for The American Pageant , 12th Edition

This site has chapter-by-chapter practice quizzes organized around an old edition of The American Pageant textbook. Questions are multiple choice and true/false. Again, this is more helpful for factual recall than for analysis questions.

AP US History Notes Multiple-Choice Practice Test

This test has just 40 questions, but the website also includes a list of frequently asked AP US History multiple-choice questions that will prepare you better for the exam.

McGraw-Hill American History Chapter Quizzes

This site contains 32 multiple-choice quizzes, one for each chapter of the 13th edition of the McGraw-Hill US History textbook. The quizzes follow the organization of the textbook, but they can still be useful even if your class uses a different book. Each quiz is titled so you can know what part of US History it's testing you on.

Looking for help studying for your AP exam?

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Additional Resources for Practice Quizzes on All US History Topics

These are a few additional sites that have a bunch of short practice quizzes on every topic in the APUSH curriculum. Use these resources if you're looking for additional questions that will test your basic knowledge of events in US History, or if you're looking for more questions dealing with a specific time period.

• CourseNotes Practice Quizzes for AP US History
• Varsity Tutors AP US History Practice Quizzes  
• Matching and Multiple-Choice Short Practice Quizzes
• Crack AP Multiple-Choice Practice Tests

How to Use AP US History Practice Exams in Each Semester

Now, you have all sorts of AP US History practice resources—but what's the best way to use them? In this section, we go over exactly how you should be studying with AP practice exams during each semester of the APUSH class.

First Semester

At this point, you can mostly rely on unofficial AP US History tests and quizzes that only deal with the topics your class has covered. Many of the websites listed above have large collections of questions for each unit of the course. Work on building a strong foundation of knowledge so that you'll be prepared to answer more advanced analytical questions in the future.

You can also look through the official free-response practice questions to find some you feel confident answering based on what you've learned so far. It's never too early to start practicing for the free-response section, especially when it comes to the Document-Based Question, or DBQ.

Writing a coherent argumentative essay that incorporates six or seven different sources in just 50 minutes is a tough skill to master! Try to come up with an essay-writing process that works well for you so that you're a pro by the time the AP test rolls around.

Second Semester

Start taking full AP US History practice tests and assessing your score level midway through the second semester (March is a good time to get the ball rolling on this). By then, you've learned enough of the material for your scores on APUSH practice tests to be fairly accurate predictions of your final AP exam scores.

Since the US History test has undergone various changes in recent years, you won't have many full official practice tests that reflect the current format. Use your limited resources wisely by carefully assessing your performance on each practice test and studying your weak areas before you take additional tests.

We recommend taking and scoring an initial APUSH practice test (with accurate time constraints!) before you do any studying. As you take the test, mark any questions you're unsure about; you will want to study that material later even if you end up guessing correctly. After you score your test, categorize your mistakes by time period and theme to see whether there are any patterns .

Next, start studying the areas that need work . You can turn to unofficial AP US History practice questions here to test your knowledge. You should also practice writing essay outlines so you're more prepared for the free-response section. Once you feel that you've mastered all the AP topics that stumped you on the first test, take another practice test to see whether you've improved.

Decide whether or not you want to repeat this process based on your score on the second test. If you haven't improved much, you should reconsider your prep methods. Spend a longer time checking in with yourself to make sure you've retained information. You can also plan on doing more practice questions between full tests so that you're prepared for both the format and the content tested.

AP US History Practice: 4 Essential Testing Tips

Before we wrap up, here are four critical test-day tips to remember on the day of your US History exam.

#1: Read Excerpts Carefully and Look for Direct Evidence

The multiple-choice section on AP US History is based on excerpts from historical source materials, or stimuli, so it tests both analytical skills and factual recall. You'll have to read the source material carefully to find the correct answer.

In many cases, several answer choices are historically accurate, but only one will be directly supported by the evidence in the excerpt or illustration. Look for direct connections, and don't make too many assumptions based on your prior knowledge.

#2: Plan Out Your Essays

When you have to write a timed essay, it can sometimes end up an unfocused, disorganized mess. This is exactly what you don't want to happen on the AP US History exam. Hold yourself back from starting the writing process immediately, even if you're anxious about not finishing in time.

Writing a preliminary outline is critical on this test. Without an outline, you run the risk of rambling and getting stuck when you can't identify a good piece of supporting evidence! It'll be far easier to write your essays if you already have a structure in place that makes sense.

#3: Get Comfy With the Document-Based Question

The Document-Based Question is different from other essay questions that you'll encounter on AP tests. In fact, it's probably the only question of its kind that you've ever seen on any test. DBQs can seem intimidating and weird, so make sure you practice them as much as possible before the real exam.

Write notes next to each piece of source material to give yourself a basic idea of what it is and how it could be used to support the points you plan on making in your essay. You should also come up with a strategy for approaching these questions that works well for you before you're face-to-face with the DBQ on test day.

#4: Incorporate Background Information (Wisely)

It's a great move to include outside historical references that support your arguments for the DBQ and/or Long Essay. Even though you're given seven sources to use as evidence in the DBQ, making additional outside connections will show that you've really mastered the material .

Just remember to be careful with using outside information. Don't fact-vomit all over the essay with everything you've ever learned about a topic. Structure your thoughts so that any outside information relates directly to the main argument of your essay.

Recap: Using AP US History Practice Tests to Ace the Exam

The AP US History practice tests in this article should serve as useful resources for you as you prep for the AP exam and any in-class assessments. Remember that official College Board questions are the highest quality practice materials, so use them wisely. We recommend trying to save most of the official practice resources for when you're closer to the actual APUSH test. You can use unofficial materials throughout the school year to brush up on specific topics in the course.

To recap, here are our four top study tips for AP US History :

• Read excerpts carefully and look for direct evidence in the source(s)
• Practice planning out and outlining your essays for free-response questions
• Get comfortable with the Document-Based Question
• Use background information without over using it

With these tips in mind, you can take full advantage of the practice materials, become a master of US History, and show the AP test who's boss!

What's Next?

Are you missing some of your notes from class? We've got links to great notes for AP US History that will give you tons of information on every topic in the course.

How can you know whether your AP US History practice test results are equivalent to a high or low AP score? Learn more about how AP tests are scored in our guide .

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Question Types on the AP U.S. History Exam

April 19, 2022.

The AP U.S. History exam, also called the APUSH exam, tests your ability to use historical thinking skills and reasoning processes and your understanding of historical themes. There are several different question types on the AP U.S. History exam you should practice before taking the exam in May. The APUSH exam has two sections, and each section has two parts. Section I consists of multiple-choice and short-answer questions. Section II consists of the document-based question and long essay question. Familiarizing yourself with the question types on the exam will help you feel more confident on test day.

What are the Four Question Types on the AP U.S. History Exam?

There are four types of questions on the AP U.S. history exam. This includes 55 multiple-choice questions, three short-answer questions, one document-based question (DBQ), and one long essay question (LEQ). You will have 95 minutes for the first section, which includes the multiple-choice questions and short-answer questions, and 100 minutes for the essay section. It is important to pace yourself to have sufficient time to answer all the questions.

AP U.S. History Question Types: Multiple-Choice Questions

The first part of the APUSH exam includes 55 multiple-choice questions, which you must answer in 55 minutes. 40% of your total exam grade is based on this section. 

The multiple-choice questions on the APUSH exam test your ability to reason about different types of historical evidence. You will be required to show proficiency in one or more of the themes and apply one or more of the historical thinking skills or processes. The multiple-choice questions require you to reason about specific stimulus material provided with each set of questions. The types of stimulus material can be anything from political cartoons to speeches –  virtually any primary or secondary source. These questions will ask you to draw on the stimulus material as well as your knowledge of the concepts and historical developments in the College Board’s course framework. 

Expert tip: Bring a watch when you take the APUSH exam and try to work at a steady pace. In the multiple-choice section, you only have a minute for each question. If the answer doesn’t immediately come to you, make a notation in the test booklet and come back to it.

[ LISTEN: Barron’s AP U.S. History Podcast Episode 9: “Multiple-Choice Questions” on Apple and Spotify ]

Sample Multiple-Choice Question

The following is an example of a multiple-choice question you would find on the AP U.S. History exam. In this case, you are presented with a political cartoon that you must use to answer the question below.

Question 1 refers to the following image:

• The political cartoon shown above makes the point that a. northern capitalists benefit as much from the institution of slavery as southern plantation owners do. b. Reconstruction was brought to an unfortunate end by a coalition of forces in the North and South. c. African Americans were incapable of effectively participating in the political process. d. nativist politicians were unfairly presenting Irish Americans as ignorant and brutish.

Check your answer.

Answer: (B) This evocative political cartoon requires you to read a whole host of clues before you can understand its meaning. The man on the left is an Irish immigrant; the “5 Points” on his hat refers to the Irish neighborhood in New York City. Note his almost ape-like face. This was typical of representations of Irish immigrants as drawn by nativist cartoonists. The man in the middle has “C.S.A.” on his belt buckle: Confederate States of America. His knife says “Lost Cause,” an allusion to the southern nostalgia for the noble fight the South put up in the Civil War. The man on the right has “Capital” written on the object he is holding; he is a northern capitalist, ready to use money to purchase votes. 

These three sinister forces are working together in the Democratic Party to deny African Americans the right to vote. Note the ballot box contents strewn on the ground in the lower right-hand corner of the cartoon. Thomas Nast intended the cartoon as a warning about the dangers of a Democratic victory in the upcoming presidential election. The cartoon does not allude to the slave system or cotton production (A). The cartoon is drawn sympathetically toward African Americans; there is no allusion that the man on the ground is ignorant or debased (C). It is true that Irish immigrants were presented as ignorant, but the cartoonist is not critiquing that. In fact, he himself is presenting an Irish immigrant in an unflattering manner (D).

AP U.S. History Question Types: Short-Answer Questions

Section I, Part B of the APUSH exam consists of four short-answer questions, of which you will answer three. The first two questions are required, then you will choose whether to respond to the third or fourth question. Each short-answer question has three parts, with each part given a grade of 0 or 1. The maximum grade for each short-answer question is a score of 3. You will have 40 minutes to complete the short-answer questions, and 20% of your total exam grade is based on this section.

• Short-answer question #1: The first short-answer question on the AP U.S. History exam will assess your ability to analyze secondary sources. You will be presented with one or two secondary sources – generally excerpts from the work of one or more historians. The question will ask you to describe a historical interpretation or to describe differences in historical interpretation. Then it will ask you to explain how evidence from the period under discussion could be used to support the interpretation(s). This first question will draw on material from Periods 3 to 8 (1754-1980).
• Short-answer question #2: The second short-answer question on the exam will include primary source material, such as newspaper articles. The question will use one of two reasoning practices – causation or comparison. You will be asked to describe the document’s significance and use historical evidence to explain a historical development related to the image. This question will also draw on material from Periods 3 to 8.
• Short-answer question #3: Last, you will be provided with a choice of two questions to answer for your third question on the APUSH exam. Neither of these questions will have stimulus material. They will both use the same reasoning skill—either causation or comparison (whichever of the two skills that was not used in the second question). A causation question will ask you to describe a historical development and explain its causes and/or effects. A comparison question will present you with two historical developments and ask you to describe how they are similar and how they are different. In addition, it may ask you to explain the reasons for differences or the impact of one or the other historical development. Again, you will be asked to provide relevant historical evidence. The first of these two questions (Question 3) will draw from material in Periods 1 through 5 (1491-1877); the second of the two questions (Question 4) will draw from material in Periods 6 through 9 (1865-Present). Be sure to choose the short-answer question you feel most confident in answering. 

[ LISTEN: Barron’s AP U.S. History Podcast Episode 10: “Short-Answer Questions” on Apple and Spotify ]

Sample Short-Answer Question

Below is one example of a short-answer question you might encounter on the AP U.S. history exam. In this example, you are required to use the excerpts below to answer the three-part question. 

Question 1 refers to following excerpts:

“Out of this frontier democratic society where the freedom and abundance of land in the great

Valley opened a refuge to the oppressed in all regions, came the Jacksonian democracy. . . . It was because Andrew Jackson personified these essential Western traits that in his presidency he became the idol and mouthpiece of the popular will. . . . [H]e went directly to his object with the ruthless energy of a frontiersman. . . . The triumph of Andrew Jackson marked the end of the old era of trained statesmen for the Presidency. With him began the era of the popular hero.”

Frederick Jackson Turner, historian, The Frontier in American History, 1920

“Not only was [Andrew] Jackson not a consistent politician, he was not even a real leader of democracy. He had no part whatever in the promotion of the liberal movement which was progressing in his own state. . . . [H]e always believed in making the public serve the ends of the politician. Democracy was good talk with which to win the favor of the people and thereby accomplish ulterior objectives. Jackson never championed the cause of the people; he only

invited them to champion his.”

Thomas P. Abernathy, historian, From Frontier to Plantation in Tennessee, 1932

• Using the excerpts above, answer (a), (b), and (c). a. Briefly describe ONE major difference between Turner’s and Abernathy’s historical interpretations of President Andrew Jackson. b. Briefly explain how ONE specific historical event or development during the period 1820 to 1850 that is not explicitly mentioned in the excerpts could be used to support Turner’s interpretation. c. Briefly explain how ONE specific historical event or development during the period 1820 to 1850 that is not explicitly mentioned in the excerpts could be used to support Abernathy’s interpretation.

(a) A good response would explain differences between Turner’s and Abernathy’s historical interpretations of President Andrew Jackson, such as: Both Turner and Abernathy address the issue of whether President Andrew Jackson was a “man of the people,” an upholder and proponent of democratic values. Turner argues that Jackson does live up to his reputation as a true democrat. He traces Jackson’s democratic spirit back to his upbringing in the frontier region, along the border of the colonies of North and South Carolina. Turner asserts that the region fostered an independent and egalitarian spirit that was reflected in Jackson’s actions. Abernathy, however, argues that Jackson’s talk of democracy was hollow. He asserts that Jackson was typical of most politicians in that he was self-serving. He talked about the interests of the common man, but his policies did not advance a democratic agenda.

(b) Good responses would cite evidence that would support Turner’s interpretation of Jackson, such as: Jackson supported the rotation of office in government, also known as the “spoils system.” Jackson brought new individuals into government positions rather than allowing the old established officeholders to continue to exercise power. (c) Good responses would cite evidence that would support Abernathy’s interpretation of Jackson, such as:

Jackson did not attempt to promote the right to vote for people other than white males. As a slaveholder, he did not want to extend democratic rights to African Americans or to challenge the institution of slavery. Nor did he support extending democratic rights to women.

AP U.S. History Question Types: Document-Based Question

The second section of the AP U.S. history exam begins after a short break. In Section II, Part A, you will answer a document-based question, or DBQ. You will have 60 minutes to complete this part of the exam, and it is worth 25% of your total exam grade.

The DBQ evaluates your ability to assess, analyze, and synthesize various types of historical evidence and construct a coherent essay. Your written response is judged on your ability to formulate a thesis and support it with relevant evidence. The documents can include written materials, charts, graphs, cartoons, and pictures. Each DBQ on the APUSH exam will focus on one of the historical reasoning processes: comparison, causation, or continuity. It will also assess all six historical thinking skills – skills—developments and processes, sourcing and situation, claims and evidence in sources, contextualization, making connections, and argumentation.

Expert tip: When writing your response to the document-based question, be sure to maintain historical neutrality. Avoid using words like “us” or “our” when discussing the United States. Strong essays should be intellectually engaged but not emotionally invested in a particular outcome or position. Such personal investment tends to undermine one’s argument. 

[ LISTEN: Barron’s AP U.S. History Podcast Episode 11: “The Document-Based Question” on Apple and Spotify ]

Sample Document-Based Question

The following is an example of a document-based question. We suggest you spend 15 minutes reading the documents and 45 minutes writing your response. This sample DBQ is based on the documents below.

In your response, you should do the following:

• Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.
• Describe a broader historical context relevant to the prompt.
• Use at least six documents in order to support an argument in response to the prompt.
• Use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.
• For at least three documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.
• Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Prompt: Compare the mobilization efforts by local, state, and federal authorities in the United States during World War I with mobilization efforts during World War II.

This document-based question asks you to compare the mobilization efforts of World War I with those of World War II. As you look at the documents, several themes should emerge. One theme that quickly emerges is that in both World War I and World War II, the role of the federal government grew. We can see this in the conservation efforts in both wars. In World War I, we see this in Document 2, a poster from the Food Administration urging a change in diet to prevent shortages of certain commodities (meat, sugar, and fat) for the war effort. In World War II, we see a similar effort at conservation in Document 5; commuters are urged to carpool so as to save fuel for the war effort.

In addition to conservation, we can see that in both wars authorities put a good deal of effort into filling defense-industry plants with workers. For World War I, we see this implied in Document 1—the efforts of the War Industries Board. For World War II, we see this effort in Document 6, urging women to take industrial jobs, assuring them that they could handle such jobs. The World War II efforts to find employees are alluded to in Document 7 as well. This document describes one of the “zoot-suit riots” that occurred in Los Angeles and elsewhere during the war. These anti-Mexican riots occurred after the federal government instituted the Bracero program, allowing thousands of Mexicans to enter the United States legally as temporary guest workers.

Another theme that emerges in the comparison is the treatment of different ethnicities. In World War I, we see violence against German Americans in Document 3. This document should remind you of the rise in xenophobia and anti-German violence during World War I. In World War II, in addition to the violence against Mexicans in the “zoot-suit riots” (Document 7), we can go beyond the documents and cite discrimination against Japanese Americans with their forced relocation to the interior of the United States. In both wars, ugly expressions of ethnic hatred were unleashed by the war.

The final area of comparison to examine is the limits placed on civil liberties in both conflicts. In World War I, the government passed the Espionage and Sedition Acts, limiting free-speech rights. These acts are referenced in Document 4, an excerpt from the Espionage Act. During World War II, the government limited the civil liberties of the entire population of West Coast Japanese Americans by issuing Executive Order 9066, calling for the internment of people of Japanese descent in a series of camps. In both wars, the government expanded its power to limit civil liberties. You can judge the merits of each action, noting similarities and differences.

A successful essay would earn a point for developing a strong thesis that addresses the prompt—one that makes a claim in regard to comparisons between government mobilization efforts during World War I with those of World War II. The thesis should reflect a complex understanding of the topic, an understanding that would then be developed in the body of the essay (see below for a discussion of historical complexity). The second possible point in the essay would be for contextualization . You must put the government mobilization efforts into a wider context. For instance, this essay could note that the efforts to expand the role of government during wartime occurred in the context of broader efforts to expand the role of government in society. In the case of World War I, this would involve discussing the efforts of the Progressive movement; in the case of World War II, this would involve invoking the ideology of the New Deal. The next three points would be for using evidence —both within and outside of the documents. For the first of these points, the essay must successfully use the content of at least three of the documents to address the topic of the prompt. The next point can be earned for using the content of at least six of the documents in a way that supports an argument in response to the prompt. The third evidence point would be for using evidence outside the documents—the circumstances of the arrest of Eugene Victor Debs during World War I, the role of Herbert Hoover as administrator of the Food Administration during World War II, or the Bracero program during World War II. To earn this point, the essay must explain how the outside evidence is relevant to the argument. It is not enough to simply mention or describe this information.

The last two points are for analysis and reasoning . The first of these two points is for sourcing —for at least three of the documents, explaining how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to the argument. For example, the essay could discuss the historical situation of Document 6—the “We Can Do It!” poster. Before the war, very few women worked in heavy industry. Women worked in lighter industry—notably the garment industry—but not in the shipbuilding industry. The poster played a role in changing this gender norm. This point could be connected to a broader argument about changing conceptions of gender during times of war. Or, the essay could discuss the purpose of the Espionage Act (Document 4) during World War I. This point could note that the act was designed to blunt objections to a war that was widely criticized by Americans. This could be connected with a broader point about the role of government in organizing and producing enthusiasm for American participation in military ventures. The last point is for demonstrating a complex understanding of the historical development that is the focus of the essay. This point could be earned by extending the argument to another time period—such as the Civil War or the Vietnam War—and drawing conclusions about the growth of federal power during times of crisis. Or, the argument could be modified by considering diverse or alternative views or evidence, such as how the impact of World War II mobilization on African Americans differed from the impact on white Americans. This point could focus on discrimination in war-related industries and the moves by A. Philip Randolph and other civil-rights leaders to organize a major civil-rights demonstration during the war. This point could also note that the demonstration was called off when President Franklin D. Roosevelt issued an executive order banning segregation in war-related industries.

How is the Document-Based Question Scored?

The document-based question on the APUSH exam is scored on the four elements described below. Understanding how the document-based question’s grading system can help you achieve a top score of 7. 

• Thesis: 0-1 points Earn 1 point by responding to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. 
• Contextualization: 0-1 points Earn 1 point by describing a broader historical context relevant to the prompt 
• Evidence: 0-3 points  Earn 1 point by using the content of at least three documents to address the prompt’s topic, or earn 2 points by supporting an argument in response to the prompt using at least six documents. Earn an extra point by using at least one additional piece of specific historical evidence beyond that found in the documents relevant to an argument about the prompt.
• Analysis & Reasoning: 0-2 points Earn 1 point by using at least three documents to explain how or why the documents’ point of view, purpose, historical situation, and/or audience is relevant to an argument. Earn a second point by demonstrating a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. 

AP U.S. History Question Types: Long Essay Question

The last part of the AP U.S. History exam is the long essay question, or LEQ. In Section II, Part B, you will choose between three similar long essay questions. You will have 40 minutes to complete this part on the exam. 15% of your grade is based on your response to the LEQ.

The long essay requires you to develop a thoughtful historical thesis or argument and support your thesis with an analysis of specific and relevant historical evidence. Each of the three questions you’ll choose from will focus on the same historical reasoning process—comparison, causation, or continuity and change. The LEQ also assesses four historical thinking skills—developments and processes, contextualization, making connections, and argumentation. Where the three questions differ is in the time periods they cover. The first question will draw on material from Periods 1 through 3, the second from Periods 4 through 6, and the third from Periods 7 through 9. Be sure to pick the essay question you feel most prepared and confident to answer. 

[ LISTEN: Barron’s AP U.S. History Podcast Episode 12: “The Long Essay” on Apple and Spotify ]

Sample Long Essay Prompt

Below are three sample long essay questions. The three questions are all built around the same

theme and the same historical reasoning skill. The theme for each question is “Culture and Society.” These questions ask you to analyze patterns of continuity and change regarding the roles and conditions for women during three different periods in American history. 

Directions: Answer Question 1 or Question 2 or Question 3.

• Support an argument in response to the prompt using specific and relevant examples of evidence.
• Use historical reasoning (e.g., comparison, causation, continuity or change over time) to frame or structure an argument that addresses the prompt.
• Evaluate the extent to which roles and conditions for women changed in the United States in the period 1750 to 1800.
• Evaluate the extent to which roles and conditions for women changed in the United States in the period 1800 to 1850.
• Evaluate the extent to which roles and conditions for women changed in the United States in the period 1940 to 1980.

Check your answer to Question #1.

Question 1, on changes and continuities in regard to women’s roles and conditions, covers the time period of the crisis of empire, from the end of the French and Indian War through the ratification of the Declaration of Independence, the American Revolutionary War (1765–1783), and the development of an independent United States, up to 1800. In addition, Enlightenment thinking—much of which explicitly challenged traditional gender roles—became important in the Revolution and in the early republic. These political and intellectual developments could be used in this essay to establish the context of the essay.

A key change to note in terms of roles and conditions for women in this period is the increasingly public role women played in these major events. This was the era of the Daughters of Liberty, boycotts, spinning bees, and homespun cloth. In North Carolina in 1774, fifty-one women signed a declaration vowing to give up tea and other British products, in what is known as the Edenton Tea Party. Abigail Adams reflected Enlightenment ideals when she encouraged her husband, John, to “remember the ladies” as the structure of a new nation was being debated in 1776. Some women participated in the fighting of the American Revolution, including Deborah Sampson of Massachusetts, who dressed as a man and served in several theaters of war. Many women participated in supplying the soldiers and working as nurses. In the early republic, the ideas of republican motherhood developed. These are all pieces of evidence that could be used to support an argument in this essay.

As you develop an argument to respond to this prompt, think about the final point for demonstrating a complex understanding of the topic. For instance, if an essay discusses changes for women in this period, it might acknowledge continuities as well ( explaining both continuity and change ). By 1800 women still did not have the right to run for office or vote. Many of the legal strictures on married women, under the doctrine of feme covert , were in place. And though republican motherhood asserted that women had an important role to play in the new republic, it was still as mothers. Further, some of the changes that impacted white women had no impact on enslaved African-American women ( qualifying or modifying an argument by considering diverse or alternative views or evidence ).

A strong thesis to this question could attempt to acknowledge change, while stressing its limited nature. “During the period of 1750 to the 1800s, conflicts between the colonists and the British opened new avenues for women to participate in public life. By 1800, however, the laws and constitutions that were created in the new republic relegated women to second-class status just as they had been under British rule.” A different tack in developing a thesis might acknowledge different perspectives: “For many white women, the crisis of empire and the birth of a new country offered new opportunities and possibilities to participate in the public realm. However, for enslaved African-American women, the rhetoric of the American Revolution changed little.”

A successful essay would bring all the elements of the essay together—relevant contextualization, a strong thesis, evidence in support of the argument of the essay, and a complex understanding of the topic.

How is the Long Essay Question Scored?

The long essay question on the AP U.S. History exam is scored on a scale from 0 to 6, with 6 being the highest score you can receive. Below is a description of the specific scoring criteria for each element of the long essay. 

• Thesis: 0-1 points Earn 1 point by responding to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.
• Contextualization: 0-1 points Earn 1 point by describing a broader historical context relevant to the prompt. 
• Evidence: 0-2 points  Earn 1 point by providing specific examples of evidence relevant to the prompt’s topic, or earn 2 points by supporting an argument in response to the prompt using specific and relevant examples of evidence.
• Analysis & Reasoning: 0-2 points Earn 1 point by using historical reasoning (comparison, causation, or continuity and change over time) to frame and structure an argument that addresses the prompt. Earn 2 points by demonstrating a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. 

AP Biology Resources

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• Top AP Biology Exam Strategies
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AP Psychology Resources

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AP US History DBQ & FRQ

Ap us history dbq & frq.

There are some great online resources available for AP US History Document Based Questions and Free Response Questions. Review the list below to see all the best options.

Prior Year Free Response

Long essay video, short answer video, writing in apush, apush thesis statements, us history writing, writing guide.

AP US History | Practice Exams | FRQ & DBQ | Notes | Videos |  Study Guides

Find what you need to study

2024 APUSH Exam Guide

14 min read • august 18, 2023

Your Guide to the 2024 AP US History Exam

We know that studying for your AP exams can be stressful, but Fiveable has your back! We created a study plan to help you crush your AP US History exam. This guide will continue to update with information about the 2024 exams, as well as helpful resources to help you do your best on test day.  Unlock Cram Mode  for access to our cram events—students who have successfully passed their AP exams will answer your questions and guide your last-minute studying LIVE! And don't miss out on unlimited access to our database of thousands of practice questions. FYI, something cool is coming your way Fall 2023! 👀

Format of the 2024 AP US History Exam

Going into test day, this is the exam format to expect:

Multiple Choice Section - 40% of your score

55 questions in 55 minutes

Short Answer Section - 20% of your score

3 questions in 40 minutes

Free-Response Section - 40% of your score

2 questions in 1 hour and 40 minutes

Document-Based Question | 1 hour | 25% of your score

Long Essay | 40 minutes | 15% of your score

Scoring Rubric for the 2024 AP US History exam

📖 DBQ, LEQ, & SAQ Rubrics Points Explained

Check out our study plan below to find resources and tools to prepare for your AP US History exam.

When is the 2024 AP US History Exam and How Do I Take It?

You will have 3 hours and 15 minutes to take the exam.

How Should I Prepare for the APUSH Exam?

First, download the AP United States History Cheatsheet PDF - a single sheet that covers everything you need to know at a high level. Take note of your strengths and weaknesses! 

We've put together the study plan found below to help you study between now and May. This will cover all of the units and essay types to prepare you for your exam. Pay special attention to the units that you need the most improvement in.

Study, practice, and review for test day with other students during our live cram sessions via  Cram Mode . Cram live streams will teach, review, and practice important topics from AP courses, college admission tests, and college admission topics. These streams are hosted by experienced students who know what you need to succeed.

Pre-Work: Set Up Your Study Environment

Before you begin studying, take some time to get organized.

🖥 Create a study space.

Make sure you have a designated place at home to study. Somewhere you can keep all of your materials, where you can focus on learning, and where you are comfortable. Spend some time prepping the space with everything you need and you can even let others in the family know that this is your study space. 

📚 Organize your study materials.

Get your notebook, textbook, prep books, or whatever other physical materials you have. Also, create a space for you to keep track of review. Start a new section in your notebook to take notes or start a Google Doc to keep track of your notes. Get yourself set up!

📅 Plan designated times for studying.

The hardest part about studying from home is sticking to a routine. Decide on one hour every day that you can dedicate to studying. This can be any time of the day, whatever works best for you. Set a timer on your phone for that time and really try to stick to it. The routine will help you stay on track.

🏆 Decide on an accountability plan.

How will you hold yourself accountable to this study plan? You may or may not have a teacher or rules set up to help you stay on track, so you need to set some for yourself. First, set your goal. This could be studying for x number of hours or getting through a unit. Then, create a reward for yourself. If you reach your goal, then x. This will help stay focused!

🤝 Get support from your peers.  

There are thousands of students all over the world who are preparing for their AP exams just like you! Join  Rooms  🤝 to chat, ask questions, and meet other students who are also studying for the spring exams. You can even build study groups and review material together! 

AP US History 2024 Study Plan

🌽 unit 1: period 1, 1491-1607, big takeaways:.

Unit 1 introduces the Americas as a place of interaction. It first discusses the diversity of Native Americans prior to contact with Europeans (symbolized by 1491, the year before Columbus). Then, the unit pivots into interactions between Europeans, Native Americans, and Africans as well as between rival European powers. It ends in 1607 with the founding of Jamestown, the first permanent English settlement in North America. 

Definitely do this:

📚 Read these study guides:

1.0 Overview of Unit 1

1.1 European Encounters in the Americas

1.2 Native American Societies Before European Contact

1.3 European Exploration in the Americas

1.4 Columbian Exchange, Spanish Exploration, and Conquest

1.5 Labor, Slavery, and Caste in the Spanish Colonial System

1.6 Cultural Interactions Between Europeans, Native Americans, and Africans

1.7 Causation in Period 1

🎥 Watch these videos:

Unit 1 Full Review: A full review of the main concepts, plus practice questions

• Interactions Between Native Americans and Europeans : A deeper dive into interactions during Period 1

📰 Check out these Fiveable study guides:

Native American Societies Before European Contact

• Cultural Interactions Between Europeans, Native Americans, & Africans  
• Labor, Slavery, and Caste in the Spanish Colonial System
• Columbian Exchange, Spanish Exploration, & Spanish Conquest

If you have more time or want to dig deeper:

📰 Check out these articles: 

How the Humble Potato Changed the World (BBC)

The Columbian Exchange Should Be Called the Columbian Extraction (JSTOR)

The Americas to 1620 (Gilder Lehrman APUSH Review)

🦃 Unit 2: Period 2, 1607-1754

Unit 2 dives more into the European colonization of the Americas. This involves comparing European countries to each other and then mostly focusing on the English who settled much of what would later become the United States of America. The rise of African slavery and continued interactions and conflict with Native Americans also plays an important role. 

2.0 Overview of Unit 2

2.1 Contextualizing Period 2

2.2 European Colonization

2.3 The Regions of British Colonies

2.4 Transatlantic Trade

2.5 Interactions Between American Indians and Europeans

2.6 Slavery in the British Colonies

2.7 Colonial Society and Culture

2.8 Comparison in Period 2

Unit 2 Full Review : A full review of the main concepts

• Colony Comparison : A deeper dive into the different British North American colonies during unit 2
• The Impact of African Slavery on the Colonies : A deeper dive into coercive labor systems in unit 2

Period 2 Interactions Between Europeans and Native Americans 

• Transatlantic Trade  
• Colonial Society & Culture

📰 Check out these articles:

Jamestown and the Founding of English America (Gilder Lehrman APUSH Review)

The Puritans and Dissent: The Cases of Roger Williams and Anne Hutchinson (Gilder Lehrman APUSH Review)

The Origins of Slavery (Gilder Lehrman APUSH Review)

🇺🇸 Unit 3: Period 3, 1754-1800

Unit 3 sees the creation of the United States as a country out of thirteen British North American colonies. The unit then covers the early Republic, focusing on the creation of the Constitution, the first federal government, and the administrations of Washington & Adams.

3.0 Overview of Unit 3

3.1 Contextualizing Period 3

3.2 The Seven Years’ War (The French and Indian War)

3.3 Taxation Without Representation

3.4 Philosophical Foundations of the American Revolution

3.5 The American Revolution

3.6 The Influence of Revolutionary Ideals

3.7 The Articles of Confederation

3.8 The Constitutional Convention and Debates over Ratification

3.9 The Constitution

3.10 Shaping a New Republic

3.11 Developing an American Identity

3.12 Movement in the Early Republic

3.13 Continuity and Change in Period 3

Unit 3 Full Review: A full review of the main concepts

• Key Documents and Foundations of the American Revolution : Review the American revolution and practice your HIPP analysis for the DBQ
• Historical Thinking Skills in Period 3 : Review using the skills the exam tests
• The American Revolution

Unit 3 Overview: Contextualization 

• Continuity and Change in Period 3  
• The American Revolution  
• The Influence of Revolutionary Ideals

The American Revolution, 1763–1783 (Gilder Lehrman APUSH Review)

The New Nation, 1783–1815 (Gilder Lehrman APUSH Review)

The Legal Status of Women, 1776–1830 (Gilder Lehrman APUSH Review)

Unruly Americans in the Revolution (Gilder Lehrman APUSH Review)

Developing an American Identity (Fiveable Study Guide)

🚂 Unit 4: Period 4, 1800-1848

Unit 4 is when the United States begins to grow into its own identity as a country. It includes massive expansions of democracy through Jefferson & Jackson, the economic and social upheaval of the Market Revolution and Second Great Awakening, and also sees continued migration westward.

4.0 Overview of Unit 4

4.1 Contextualizing Period 4

4.2 The Rise of Political Parties and the Era of Jefferson

4.3 Politics and Regional Interests

4.4 America on the World Stage

4.5 Market Revolution: Industrialization

4.6 Market Revolution: Society and Culture

4.7 Expanding Democracy

4.8 Jackson and Federal Power

4.9 The Development of an American Culture

4.10 The Second Great Awakening

4.11 An Age of Reform

4.12 African Americans in the Early Republic

4.13 The Society of the South in the Early Republic

4.14 Causation in Period 4

Putting Period 4 in Context

• The Rise of Political Parties
• The Market Revolution
• The First & Second Great Awakenings & Antebellum Reform Movements
• Manifest Destiny and Its Impacts

Unit 4 Overview: Contextualization  

• Expansion of Democracy  
• America on the World Stage in Period 4
• The Age of Reform

The South in the Early Republic (Fiveable Study Guide)

Context: Development of the Republic (Fiveable Study Guide)

National Expansion and Reform, 1815–1860 (Gilder Lehrman APUSH Review)

The First Age of Reform (Gilder Lehrman APUSH Review)

Abolition and Antebellum Reform (Gilder Lehrman APUSH Review)

The Seneca Falls Convention (Gilder Lehrman APUSH Review)

Causation in Period 4 (Fiveable Study Guide)

💣 Unit 5: Period 5, 1844-1877

Unit 5 is all about the Civil War: the road to the Civil War, the war itself, and its aftermath called Reconstruction. Westward expansion and migration/immigration continue to be a big deal during this time period, and conflicts over slavery and rights for African Americans dominate the political discussions. 

5.0 Overview of Unit 5

5.1 Contextualizing Period 5

5.2 Manifest Destiny

5.3 The Mexican–American War

5.4 The Compromise of 1850

5.5 Sectional Conflict: Regional Differences

5.6 Failure of Compromise

5.7 Election of 1860 and Secession

5.8 Military Conflict in the Civil War

5.9 Government Policies During the Civil War

5.10 Reconstruction

5.11 Failure of Reconstruction

5.12 Comparison in Period 5, 1844-1877

Period 5 Review : A complete review of all the major concepts

• Putting Period 5 in Context
• The Election of 1860

Government Policies During the Civil War 

• Sectional Conflict: Regional Differences  
• The Compromise of 1850  
• The Failure of Compromise  
• Reconstruction

Context: Sectional Conflict (Fiveable Study Guide)

• The 1860 Election & Secession (Fiveable Study Guide)
• Civil War and Reconstruction, 1861-1877 (Gilder Lehrman APUSH Review)
• The Contentious Election of 1876 (Gilder Lehrman APUSH Review)
• Government Policies During the Civil War (Fiveable Study Guide)

💰 Unit 6: Period 6, 1865-1898

Unit 6 overlaps with Period 5, but it begins after the Civil War and is not as focused on Reconstruction. Its main focus is the Second Industrial Revolution, sometimes called the Gilded Age in the United States, and on the Western United States.

6.0 Overview of Unit 6

6.1 Contextualizing Period 6

6.2 Westward Expansion: Economic Development

6.3 Westward Expansion: Social and Cultural Development

6.4 The “New South”

6.5 Technological Innovation

6.6 The Rise of Industrial Capitalism

6.7 Labor in the Gilded Age

6.8 Immigration and Migration in the Gilded Age

6.9 Responses to Immigration in the Gilded Age

6.10 Development of the Middle Class

6.11 Reform in the Gilded Age

6.12 Controversies over the Role of Government in the Gilded Age

6.13 Politics in the Gilded Age

6.14 Continuity and Change in Period 6

Review of Period 6 : A complete review of all the major concepts

• The Rise of Industrialization & City Life during the Gilded Age

The Rise of Industrial Capitalism 

• Immigration & Migration  
• Labor in the Gilded Age
• Westward Expansion: Social & Cultural Developments

Responses to Immigration (Fiveable Study Guide)

• The Rise of Industrial America, 1877-1900 (Gilder Lehrman APUSH Review)
• The Gilded Age (Gilder Lehrman APUSH Review)
• Immigration & Migration (Gilder Lehrman APUSH Review)
• Born Modern: An Overview of the West (Gilder Lehrman APUSH Review)
• Politics in the Gilded Age (Fiveable Study Guide)

🌎 Unit 7: Period 7, 1890-1945

Unit 7 is a massive unit, so you need to keep an eye on both domestic and foreign policy. Foreign policy becomes a big deal thanks to US involvement in several wars, including the two World Wars. Domestically, the Progressive Era tries to tackle the problems of the Gilded Age, plus there is the massive up and down of the “Roaring” 1920s and then the Great Depression and New Deal of the 1930s. 

7.0 Overview of Unit 7

7.1 Contextualizing Period 7

7.2 Imperialism: Debates

7.3 The Spanish-American War

7.4 The Progressives

7.5 World War I: Military and Diplomacy

7.6 World War I: The Home Front

7.7 1920s: Innovations in Communication and Technology

7.8 1920s: Cultural and Political Controversies

7.9 The Great Depression

7.10 The New Deal

7.11 Interwar Foreign Policy

7.12 World War II: Mobilization

7.13 World War II: Military

7.14 Postwar Diplomacy

7.15 Comparison in Period 7

USA’s Shift Toward Empire Building

• Early 20th Century Progressive Era & World War One
• 1920s & 1930s: An Overview
• The Great Depression & New Deal

Unit 7 Overview & Context 

• 1920s Cultural & Political Controversies 
• The Great Depression 
• World War Two: Military

Context: America in the World (Fiveable Study Guide)

• 1920s Innovations (Fiveable Study Guide)
• Postwar Diplomacy (Fiveable Study Guide)
• The Politics of Reform: An Overview of the Progressives (Gilder Lehrman APUSH Review)
• World War I (Gilder Lehrman APUSH Review)
• The Roaring Twenties (Gilder Lehrman APUSH Review)
• The Great Depression (Gilder Lehrman APUSH Review)
• The New Deal (Gilder Lehrman APUSH Review)
• World War II (Gilder Lehrman APUSH Review)
• The World War II Homefront (Gilder Lehrman APUSH Review)
• Interwar Foreign Policy (Fiveable Study Guide)

🥶 UNIT 8: Period 8, 1945-1980

Unit 8 focuses on the effects of the World Wars, including the Cold War and the Red Scare. This unit also dives into the social movements that happened at this time, namely the Civil Rights Movement, and addresses how this was a period of social transition within the United States, changing the course of future generations. 

8.0 Overview of Unit 8

8.1 Contextualizing Period 8

8.2 The Cold War from 1945 to 1980

8.3 The Red Scare

8.4 The Economy After 1945

8.5 Culture After 1945

8.6 Early Steps in the Civil Rights Movement (1940s and 1950s)

8.7 America as a World Power

8.8 The Vietnam War

8.9 The Great Society

8.10 The African American Civil Rights Movement (1960s)

8.11 The Civil Rights Movement Expands

8.12 Youth Culture in the 1960s

8.13 The Environment and Natural Resources from 1968 to 1980

8.14 Society in Transition

8.15 Continuity and Change in Period 8

Period 8 & 9 Complete Review

• The Cold War  
• Review of Major Events in the 1960s
• Review of Major Events in the 1970s
• Introduction to the Civil Rights Movement
• More details about the Civil Rights Movement
• The Vietnam War

Period 8 Review

• The Red Scare 
• Culture and Economy After 1945 
• The Civil Rights Movement  
• Environment and Natural Resources  
• The Transition of Society  
• The Great Society  

Contextualizing Period 8 (Fiveable Study Guide)

• The Civil Rights Movement (Gilder Lehrman APUSH Review)
• The Korean War (Gilder Lehrman APUSH Review)
• The Vietnam War (Gilder Lehrman APUSH Review)
• Anti-Communism & the Red Scare (Gilder Lehrman APUSH Review)
• Continuity & Change of Period 8 (Fiveable Study Guide)

📲 UNIT 9: Period 9, 1980-Present

Unit 9 is the final unit of AP US History, and it covers Reagan and the rise of conservative politics, the end of the Cold War in 1991, as well as the changes in the economy, society, and emigration and migration throughout this period. This unit also contextualizes the challenges faced in the modern-day due to the growth of technology and other aspects of the 21st century.

9.0 Overview of Unit 9

9.1 Contextualizing Period 9

9.2 Reagan and Conservatism

9.3 The End of the Cold War

9.4 A Changing Economy

9.5 Migration and Immigration in the 1990s and 2000s

9.6 Challenges of the 21st Century

9.7 Causation in Period 9

Period 9 Review  

The Changing Economy

Migration and Immigration  

Challenges of the 21st Century

Unit 9 Contextualization (Fiveable Study Guide)

1945 to the Present Day (Gilder Lehrman APUSH Review)

Causation in Unit 9 (Fiveable Study Guide)

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