1. AP U.S. HISTORY EXAM: 3 HOURS 15 MINUTES Assessment Overview The AP Exam questions measure your knowledge of U.S. history and your ability to think historically. Questions are based on key and supporting concepts, course themes, and historical thinking skills.

2. Section I Part A: Multiple Choice 55 Questions | 55 Minutes | 40% of Exam Score Questions appear in sets of 2–5. Analyze historical texts, interpretations, and evidence. Primary and secondary sources, images, graphs, and maps are included.

3. Section I Part B: Short Answer 4 Questions | 45 Minutes | 20% of Exam Score Questions provide opportunities to demonstrate what you know best. (No thesis, Answer A,B,C) Some questions include texts, images, graphs, or maps MUST answer ALL four!!

4. Section II Part A: Document Based 1 Question | 60 Minutes | 25% of Exam Score Analyze and synthesize historical data. (Thesis and Contextualization required.) Assess written, quantitative, or visual materials as historical evidence.

5. Section II Part B: Long Essay 1 Question | 35 Minutes | 15% of Exam Score Select one question from two. Explain and analyze significant issues in U.S. history. (Thesis required.) Develop an argument supported by an analysis of historical evidence.

6. What to bring Several Number Two Pencils (Sharpened) Several Dark Blue or Black Ink Pens. Light Blue, Bright and Other colors are not allowed Cell Phone Mechanical Pencils Backpack Electronic Devices Watches with alarms Clothing with subject-related information Scratch Paper Books, compasses, mechanical pencils, correction fluid, dictionaries, notes or colored pencils. Food or drink* Highlighters* * Unless this has been preapproved as an accommodation by the College Board Services for Students with Disabilities office prior to the exam date. What not to bring Prohibited items will be left in the hall but the school will not be responsible for those items.

7. A Wise APUSH Teacher emailed me this info: “I was going through the concept outline to check which Presidents are listed there. I believe there are 10: Washington, Adams, Jefferson, Madison, Jackson, Lincoln, Wilson, FDR, LBJ, and Reagan. I also checked which Supreme Court cases are listed. There are only 3 by name: Dred Scott, Plessy, and Brown. (If anyone has checked these and can confirm or notices anything I missed, please let me know.) Also, Mikhail Gorbachev seems to have been demoted as the only person mentioned specifically by name in the concept outline last year but not this one.”

8. Rise of Conservatism DBQ, LEQ, and SAQs 1,2,3 Reader Analysis

9. Template of Shame When writing the DBQ a student MAY be able to get points by creating a laundry list of point stealing paragraphs. Look at the highlighted portions. Your student may want to include these terms to direct the Reader. If a student falls apart on May 6 th they MAY get points by doing the following: [insert Thesis (X. However, A, B, and C. Therefore, Y.) here] ________________________. [insert Document 1 analysis here] ________________ [Add extended doc analysis here] "The purpose/point of view/intended audience is" _____________________. [insert outside evidence here] _______________. [insert Document 2 analysis here] ________________ [Add extended doc analysis here] "The purpose/point of view/intended audience is" _____________________. [insert Document 3 analysis here] ________________ [Add extended doc analysis here] "The purpose/point of view/intended audience is" _____________________. [insert Document 4 analysis here] ________________ [Add extended doc analysis here] "The purpose/point of view/intended audience is" _____________________. [insert outside evidence here] _______________. [insert Document 5 analysis here] ________________. [insert Document 6 analysis here] ________________. [insert Contextualization here] "The broad context is..." ___________________. [insert Synthesis here] "This can be compared to..." ______________.

10. HIPP (Must HIPP 4 Docs!!) Then add your OUTSIDE information! Historical ContextIt is similar to… It is related to… At the Same time… Was Due to… OR Intended AudienceWritten for… Targeted to… Was meant for… OR PurposeThe intent was… Attempted to… Tried to persuade… OR Point of ViewFrom the perspective of…

11. Prompt

13. Summary of Key Content: Concern that the Republican Party is adopting the same philosophy as FDR’s New Deal Neither current political party is the true party of states’ rights Individual freedom is being usurped by “Big Government” Point Of View: The author is a conservative politician He is an advocate of states’ rights and limited federal power Purpose: Author’s purpose is to advocate for a smaller federal government and to defend states’ rights to make decisions for themselves at a time when the federal government was expanding its authority He is criticizing the expansion of unwarranted federal powers and making a case for his upcoming campaign for the presidency Historical context: Document written in 1960, at a time of expanding federal power In particular, federal power was increasingly being used to protect civil rights of African-Americans, and arguments for states’ rights were used as a defense for racial segregation. Audience: Intended audience was fellow conservatives and the voting public

14. Summary of Key Content: Few examples form history past experiences of government intervention in the economy working; intervention makes things worse The nation had made improvements, but it was the product of individuals operating in a free market Point Of View: Conservative economist, advocate of free-market policies Intends to criticize government economic programs and to argue economic gains of the 1900s came from free- markets Purpose: To critique government programs to support the economy and advocate for free-market based economics Historical context: Was written after three decades of the relative dominance of the New Deal political order, which established a variety of government programs to support individuals and to regulate the economy Offers an alternative way to regulate the economy through money supply, and challenges Keynesian economics Audience: Fellow conservatives, economists, and the reading public

15. Summary of Key Content: Law abiding citizens are discriminated against Individuals who live by the rules are the ones that receive nothing from the rules Point Of View: Claims to be a law-abiding female widow afraid to leave her home who blames drug addicts and welfare cheats for urban problems and crime Adopts the language of being discriminated against to describe her position Purpose: To request government assistance against urban danger, criticize perceived permissive liberal policies that favor lawbreakers, and attack the perceived failure of the liberal state Historical context: Long-term increase in crime that accelerated in the late 1960s and early 1970s Urban unrest of the 1960s Inner city changes: “white flight” and influx of African Americans into previously all-white neighborhoods Calls by city politicians for “law and order” Audience: Letter addressed to New York Governor Nelson Rockefeller, a liberal Republican, and other political leaders who may help

16. Summary of Key Content: Dangerous trends in the US taking place There is a fundamental change in morals from previous generations Individuals believe that they are owed something from the government, even if they do not contribute anything Point Of View: Leader within the conservative evangelical Christian movement Argues that modern young people have lost traditional Christian morality Purpose: To critique the current moral standing of the US, criticize the perceived erosion of traditional values in light of new technology and modern values, motivate political action by the Christian right Historical context: Written at the moment of the evangelical Christian movement becoming involved in politics and aligning itself with the Republican Party, and the break of evangelicals with Jimmy Carter (supported by many in 1976) It was the aftermath of counterculture in mass media Audience: Fellow conservatives and the general public

17. Summary of Key Content: The Republican Party’s goal to keep America strong Carter’s administration has caused embarrassment for the US around the world and made the US weak Point Of View: Part of the Republican Party leadership and presumably supportive of nominee Ronald Reagan There are attacks on the Carter administration and the document is supportive of vigorous projection of US power Purpose: Advocate US strength in the world, criticize the Carter administration’s foreign policy, and articulate popular positions that will result in the election of Republican candidates in the 1980 elections Historical context: Written during Ronald Reagan’s 1980 presidential campaign against Jimmy Carter Other recent events include Iranian Hostage crisis and the USSR invasion of Afghanistan Audience: Republican Party members, the voting public, news media

18. Summary of Key Content: Discrimination did exist but is no longer occurring for women or blacks Women should defend husbands, children, and homes Feminists are wrong in their belief that women should abandon traditional values Point Of View: Conservative woman an opponent of women’s rights movement Defender of women as homemakers, mothers, and wives Purpose: To articulate conservative women’s reasons for opposing the Equal Rights Amendment and defending traditional values Historical context: The increase in numbers of married women and mothers in the paid workforce Decade after the emergence of the women’s rights movement Aftermath of the failed Equal Rights Amendment Rise of evangelicalism Conservative strength in national elections since 1980 Audience: Conservative women-perhaps attendees of “Mother’s on the March” gathering

19. Outside Information (Sample)

20. Acceptable Thesis

21. Unacceptable Thesis

22. Acceptable use of Content

23. Unacceptable use of Content

24. Author’s POV

25. Acceptable Historical Context

26. Unacceptable Historical Context

27. Thinking Skills

28. Author’s Purpose

29. Acceptable Contextualization

30. Unacceptable Contextualization

31. Outside Information

32. Synthesis

34. Long-Essay Question (LEQ)

35. Short-Answer Question 1 (SAQ)

36. Short-Answer Question 2 (SAQ)

37. Short-Answer Question 3 (SAQ)