apush period 6 long essay questions

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Unit 6: Period 6: 1865-1898

About this unit, contextualizing period 6.

• The Gold Rush (Opens a modal)

Westward expansion: economic development

• Westward expansion: economic development (Opens a modal)
• Westward expansion: economic development Get 3 of 4 questions to level up!

Westward expansion: social and cultural development

• The Homestead Act and the exodusters (Opens a modal)
• Westward expansion: social and cultural development (Opens a modal)
• Chinese immigrants and Mexican Americans in the age of westward expansion (Opens a modal)
• The reservation system (Opens a modal)
• The Dawes Act (Opens a modal)
• The Indian Wars and the Battle of the Little Bighorn (Opens a modal)
• The Ghost Dance and Wounded Knee (Opens a modal)
• Westward expansion: social and cultural development Get 3 of 4 questions to level up!

The "New South"

• The Compromise of 1877 (Opens a modal)
• Life after slavery for African Americans (Opens a modal)
• The New South (Opens a modal)
• The origins of Jim Crow - introduction (Opens a modal)
• Origins of Jim Crow - the Black Codes and Reconstruction (Opens a modal)
• Origins of Jim Crow - the Fourteenth and Fifteenth Amendments (Opens a modal)
• Origins of Jim Crow - Compromise of 1877 and Plessy v. Ferguson (Opens a modal)
• Plessy v. Ferguson (Opens a modal)
• Jim Crow (Opens a modal)
• The New South Get 3 of 4 questions to level up!

Technological innovation

• Introduction to the Gilded Age (Opens a modal)
• The Gilded Age and the Second Industrial Revolution (Opens a modal)
• Technological innovation Get 3 of 4 questions to level up!

The rise of industrial capitalism

• The rise of industrial capitalism (Opens a modal)
• The rise of industrial capitalism Get 3 of 4 questions to level up!

Labor in the Gilded Age

• Labor battles in the Gilded Age (Opens a modal)
• The Knights of Labor (Opens a modal)
• Labor in the Gilded Age Get 3 of 4 questions to level up!

Immigration and migration in the Gilded Age

• America moves to the city (Opens a modal)
• Immigration and migration in the Gilded Age (Opens a modal)
• Immigration and migration in the Gilded Age Get 3 of 4 questions to level up!

Responses to immigration in the Gilded Age

• Social Darwinism in the Gilded Age (Opens a modal)
• Misunderstanding evolution: a historian's perspective on Social Darwinism (Opens a modal)
• Misunderstanding evolution: a biologist's perspective on Social Darwinism (Opens a modal)
• Responses to immigration in the Gilded Age Get 3 of 4 questions to level up!

Development of the middle class

• Development of the middle class (Opens a modal)
• Development of the middle class Get 3 of 4 questions to level up!

Reform in the Gilded Age

• Reform in the Gilded Age (Opens a modal)
• Reform in the Gilded Age Get 3 of 4 questions to level up!

Controversies over the role of government in the Gilded Age

• Laissez-faire policies in the Gilded Age (Opens a modal)
• Controversies over the role of government in the Gilded Age Get 3 of 4 questions to level up!

Politics in the Gilded Age

• Politics in the Gilded Age (Opens a modal)
• The Populists (Opens a modal)
• Politics in the Gilded Age Get 3 of 4 questions to level up!

Continuity and change in Period 6

• Continuity and change in the Gilded Age (Opens a modal)

MA in American History : Apply now and enroll in graduate courses with top historians this summer!

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Period 6: 1865-1898 (AP US History)

Period 6: 1865-1898.

The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. Topics may include:

• The Settlement of the West 

The "New South"

The rise of industrial capitalism, immigration and migration, reform movements, debates about the role of government.

Image Source : A detail from Across the Continent: “Westward the Course of Empire Takes Its Way,” a lithograph by Frances Flora Bond Palmer, published in New York by Currier & Ives, 1868. (National Gallery of Art)

10-17% Exam Weighting

Resources by Period:

• Period 1: 1491–1607
• Period 2: 1607–1754
• Period 3: 1754–1800
• Period 4: 1800–1848
• Period 5: 1844–1877
• Period 6: 1865–1898
• Period 7: 1890–1945
• Period 8: 1945–1980
• Period 9: 1980–Present

Key Concepts

6.1 : Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.

6.2 : The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.

6.3 : The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.

The Settlement of the West

Financing the Transcontinental Railroad

By maury klein.

Understand the funding and building of the railroads.

Native Networks and the Ghost Dance

By justin gage.

Watch a discussion about a spiritual dance performed to combat US expansion into the West.

The Development of the West

By ned blackhawk.

Gain an understanding of how the idea of the West played a role in the US emerging as a global power.

Indian Wars: The Battle of Washita

Report by General Custer describing conditions during the Indian Wars

• Primary Source

American Indians and the Transcontinental Railroad

By elliott west.

Learn about the impact of the railroads on Indigenous peoples in the West.

Official photograph from the “Golden Spike” Ceremony

The completion of the first transcontinental railroad lines at Promontory Summit, Utah.

Horace Greeley: “Go West”

Editor of the New York Tribune encourages young men to pursue westward expansion.

William T. Sherman on the western railroads

Letter recognizing the railroad’s value to the military

An Introduction to the History of Women and Gender Roles in Indigenous Societies

By k. tsianina lomawaima.

Learn about the social changes and continuities in Indigenous communities. 

The "New South"

Citizenship in the Reconstruction South

By susanna lee.

Read about the active role freed men and women played in the struggle to define the contours of a biracial democracy. 

The Effects of the Civil War on the South

By edward l. ayers.

Watch a discussion contextualizing the economic and social impacts of the war.

Campaigning for the African American vote in Georgia

Broadside aimed at winning the Black vote in Georgia

Reconstruction and the South

Charles Sumner's claim that President Johnson was jeopardizing the North's victory.

Sharecropper contract

1867 contract agreeing to the terms for sharecropping

The War Ruined Me

Letter describing the economic struggles of an Alabama farmer and preacher

Frederick Douglass on Disenfranchisement

Letter by Frederick Douglass protesting the disenfranchisement of Black southern voters following Reconstruction

The Grange Movement

Lithograph promoting the needs of farmers

Labor Day: From Protest to Picnics

By joshua b. freeman.

Learn about the development of the labor movement and labor unions in the age of industrialization.

Anti-corporate cartoons

Cartoons expressing hostility toward corporate capitalism

The struggle for married women’s rights, circa 1880s

John Brown's daughter on the "struggle for a married woman’s rights"

Assassinating President Garfield

Assassin Charles Julius Guiteau pleads innocence through poetry

The Persistence of Ida B. Wells

By kristina durocher.

Read about Wells’s long struggle for racial justice and suffrage as well as the resistance she faced along the way.

The Haymarket Affair

Publication claiming that the accused in the Haymarket Affair were victims of anti-labor advocates

William Jennings Bryan on the Declaration

William Jennings Bryan draws on the ideals of Andrew Jackson and Thomas Jefferson

Rethinking Huck

By steven mintz.

Gain an understanding the evolving critiques of Twain's Huckleberry Finn over time.

William Cullen Bryant opposes the protective tariff

An argument against tarriffs

Populism and Agrarian Discontent

By michael kazin.

Examine the Populist response to industrialization and the development of the People's Party.

People’s Party campaign poster

Image promoting Populist goals of "Equal Rights to All; Special Privileges to None"

The United States and the Caribbean

By jason colby.

Read about the role of private enterprise and US influence in the Caribbean.

The History of US Immigration Law

By jane hong.

Read about regional and national restrictions on immigration.

by Hasia Diner

Learn about push and pull factors and their relationship to the Industrial Revolution.

Workingmen's Party Pamphlet

Anti-Chinese and anti-immigration rhetoric from California

Expelling the Poor: Antebellum Origins

By hidetaka hirota.

Learn about the discrimination against poor immigrants from Ireland and China.

The Gilded Age

By t. jackson lears.

Learn about key moments and ideas that gave rise to the industrial era.

Building Carnegie Hall

Letter by Andrew Carnegie seeking assistance in the building of the Music Hall in New York City

Entrepreneurs and Bankers

By robert w. cherny.

Examine the rise of big business and captains of industry.

The Rise of Industrial America

By richard white.

Gain a comprehensive understanding of the causes and consequences of the Industrial Revolution.

American History Timeline: 1865-1898

Image citations.

Listed in order of appearance in the sections above

• Swain & Lewis, The World's Railroad Scene. Chicago, 1882. Chromolithograph. Library of Congress Prints and Photographs Division. 
• Remington, Frederic. "The Ghost Dance by the Ogallala Sioux at Pine Ridge Agency. Dakota." Harper's Weekly, December 6, 1890. Library of Congress Prints and Photographs Division. 
• Moran, Thomas. The Grand Canyon of the Yellowstone. 1893-1901. Oil on canvas. Smithsonian American Art Museum, Gift of George D. Pratt, 1928.7.1.
• Custer, George Armstrong. Report to Lt. Schuyler Crosby, Dept. of the Missouri, on the Battle of Washita, December 22, 1868. Manuscript. The Gilder Lehrman Institute of American History, GLC04606.
• Currier & Ives, James Merritt Ives, and F. F. Palmer. Across the Continent, "Westward the Course of Empire Takes Its Way." New York, 1868. Lithograph. Library of Congress Prints and Photographs Division.
• Russell, Andrew J. Joining of the Rails at Promontory Point [Russell #227], May 10, 1869. Photograph. The Gilder Lehrman Institute of American History, GLC04481.01.
• Greeley, Horace. Letter to R. L. Sanderson, November 15, 1871. The Gilder Lehrman Institute of American History, GLC00608.
• Sherman, William T. Letter to David Douty Colton, September 26, 1878. The Gilder Lehrman Institute of American History, GLC05095.
• Joan Hill (Muskogee Creek and Cherokee), Women’s Voices at the Council, 1990. Acrylic on canvas. Gift of the artist on behalf of the Governor’s Commission on the Status of Women. Oklahoma State Art Collection. Courtesy of the Oklahoma Arts Council.
• Nast, Thomas. “Andrew Johnson’s Reconstruction and How It Works.” Harper's Weekly, September 1, 1866. The Gilder Lehrman Institute of American History, GLC01733.08.
• Beard, James Carter. The Fifteenth Amendment. Celebrated May 19th, 1870. New York: Thomas Kelly , 1870. The Richard Gilder Personal Collection, The Gilder Lehrman Institute of American History, GLC10030.
• Democratic Party (Ga.). Colored Voters Read. 1894. Broadside. The Gilder Lehrman Institute of American History, GLC09000.
• Sumner, Charles. "[One man power versus Congress] Address." ca. October 2, 1866. Manuscript. The Gilder Lehrman Institute of American History, GLC00496.088.01.
• Bailey, Isham G. Contract between Isham G. Bailey and freedmen Cooper Hughs and Charles Roberts. Mississippi, January 1, 1867. Manuscript. The Gilder Lehrman Institute of American History, GLC04522.11.
• Ramsey, Alexander. Letter to J. J. Wardlaw, January 3, 1867. The Gilder Lehrman Institute of American History, GLC09311.
• Douglass, Frederick. Letter to Robert Adams, December 4, 1888. The Gilder Lehrman Institute of American History, GLC04997.
• J. Hale Powers & Co. Fraternity & Fine Art Publishers. Gift for the Grangers. Cincinnati: Strobridge & Co., 1873. Chromolithograph. Library of Congress Prints and Photographs Division.
• Hine, Lewis Wickes. Group of Oyster Shuckers in Barataria Canning Co. Biloxi, Mississippi, 1911. Photograph. Library of Congress Prints and Photographs Division. 
• Gillam, Bernhard. "The Protectors of Our Industries." Puck, February 7, 1883. Library of Congress Prints and Photographs Division.
• Adams, Anne Brown. Letter to Alexander M. Ross, January 16, 1886. The Gilder Lehrman Institute of American History, GLC03007.13.
• Guiteau, Charles. "My Case." June 6, 1882. Manuscript. The Gilder Lehrman Institute of American History, GLC06319.
• "Ida B. Wells." In I. Garland Penn, The Afro-American Press and Its Editors. Springfield, MA: Willey & Co., 1891. Library of Congress Prints and Photographs Division.
• Lum, Dyer D. A Concise History of the Great Trial of the Chicago Anarchists in 1886. Chicago: Socialistic Publishing Society, [1886]. The Gilder Lehrman Institute of American History, GLC05640.
• Bryan, William Jennings. Letter to I. J. Dunn, January 4, 1895. The Gilder Lehrman Institute of American History, GLC07189.
• Bradley, A. F. Samuel Langhorne Clemens [Mark Twain]. 1907. Photograph. Library of Congress Prints and Photographs Division.
• Bryant, William Cullen. Letter to Hamilton A. Hill, February 11, 1876. The Gilder Lehrman Institute of American History, GLC02595.
• People's Party Paper (Atlanta, GA), April 28, 1892. Chronicling America. Library of Congress.
• People’s Party. Candidates for President and Vice President. Chicago: Chicago Sentinel Publishing Company, 1892. Library of Congress Prints and Photographs Division.
• Detroit Publishing Co. United Fruit Company banana conveyors, New Orleans, La. ca. 1910. Photograph. Library of Congress Prints and Photographs Division. 
• Hamilton, Grant E. "Where the Blame Lies." Judge, April 4, 1891. Library of Congress Prints and Photographs Division.
• Johnston, Frances Benjamin. Wooden Box Industry: Women in Work Room of Box Factory. ca. 1910. Photograph. Library of Congress Prints and Photographs Division. 
• Workingmen's Party of California. Chinatown Declared a Nuisance! San Francisco, 1880. The Gilder Lehrman Institute of American History, GLC06232.03.
• Nast, Thomas. "Which Color Is to Be Tabooed Next?" Harper's Weekly, March 25, 1882. Library of Congress Prints and Photographs Division. 
• Tou, Edmond. John D. Rockefeller. 1912. Photograph. The Gilder Lehrman Institute of American History, GLC05148.
• Carnegie, Andrew. Letter to Heram Hitchcock, January 31, 1889. The Gilder Lehrman Institute of American History, GLC02896.
• Unknown photographer. Henry Ford. ca. 1925. Photograph. The Gilder Lehrman Institute of American History, GLC02684.
• Lee, Russell. Textile Mills. New Braunfels, Texas.1940. Photograph. Library of Congress Prints and Photographs Division. 

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AP US History Practice Test: Period 6 (1865–1898)

Our free APUSH unit 6 practice test focuses on the years 1865–1898. This includes the sweeping changes of the Industrial Revolution. Additionally, the period underscores America’s increasing involvement in international affairs, from the annexation of territories to its role in global markets.

Congratulations - you have completed .

You scored %%SCORE%% out of %%TOTAL%%.

Your performance has been rated as %%RATING%%

Questions 1–2 refer to the following excerpt:

Why did the united states annex hawaii, what connection, if any, did social darwinism have to american imperialism, questions 3–4 refer to the following excerpt:, what position did the populist party take on laissez-faire economics, what was the most common method workers used to confront business owners and managers during the late 19th century, questions 5–6 refer to the following excerpt:, which of the following characteristics of immigrants from southern and eastern europe did not contribute to cultural tension after they arrived in america in the late 19th century, was the relationship between immigrants and political machines in the late 19th century cooperative or oppositional, questions 7–8 refer to the following excerpt:, what impact did reconstruction have on the legal rights of freedmen living in the post-bellum south, how much economic opportunity did blacks have in the post-bellum south, questions 9–10 refer to the following excerpt:, what impact did the indian boarding schools have on native american culture, which of the following statements most accurately describes the status of native american tribes in the late 19th century, questions 11–12 refer to the following excerpt:, how does this excerpt relate to the 19th century concepts of domesticity and separate spheres, what factors contributed to the growth of the middle class during the late 19th century, questions 13–16 refer to the following excerpt:, what was the primary objective of the sherman antitrust act, how did the sherman antitrust act reflect the government's response to the rise of big business during the late 19th century, which of the following groups would most likely support the enforcement of the sherman antitrust act, the sherman antitrust act can best be described as a:, questions 17–20 refer to the following excerpt:, according to andrew carnegie in "the gospel of wealth," what is the primary responsibility of a wealthy individual, what broader societal concept does carnegie's "gospel of wealth" promote, how might carnegie's views in "the gospel of wealth" be contrasted with the general practices of other gilded age industrialists, in the context of the gilded age, carnegie's "gospel of wealth" can be seen as a response to what societal concern, questions 21–24 refer to the following excerpt:, in booker t. washington's atlanta exposition address, what is the main message he is conveying to the white population of the south, according to the address, how does washington perceive the opportunities available to african americans in the south in terms of business, washington's philosophy as represented in the atlanta exposition address can best be described as:, which other african american leader would most likely have had disagreements with washington's perspective as expressed in the atlanta exposition address, questions 25–28 refer to the following excerpt:, turner's thesis about the significance of the frontier in american history primarily emphasizes:, according to turner, how does the american frontier differ from the european frontier, the idea of "free land" in turner's thesis can be linked to:, turner's frontier thesis influenced subsequent u.s. policies by:.

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Sat / act prep online guides and tips, the ultimate guide to the ap us history exam.

Advanced Placement (AP)

The AP US History exam involves critical reading, writing, and in-depth analysis. It's not just about memorizing names and dates, but rather interpreting historical evidence quickly and accurately, recalling outside information on a topic, and synthesizing your ideas into a coherent argument.

In this guide, we'll give you a rundown of the format and structure of the AP US History test along with a brief content outline, sample questions, and some tips for a great score .

How Is the AP US History Exam Structured?

The next AP US History test will be administered on Friday, May 5, 2023, at 8 AM . This AP exam is three hours and 15 minutes long and consists of two main sections, each of which is divided into a Part A and a Part B.

Before we get into the details of each part, here's an overview of the US History test as a whole:

Section 1, Part A: Multiple Choice

The first section on the test is the multiple-choice section, which is worth 40% of your score and lasts for 55 minutes. You'll get 55 questions, each with four possible answer choices (labeled A-D); this means that you'll have about a minute per question on this part of the exam.

Most US History multiple-choice questions come in sets of three to four questions that require you to respond to certain stimuli, or sources, such as historical texts, graphs, and maps.

Section 1, Part B: Short Answer

Part B of Section 1 on the US History test requires you to answer three short-answer questions in 40 minutes , giving you about 13 minutes per question. It's worth 20% of your overall score.

The first two questions are required, but you get to choose between question 3 and question 4 for your third short answer . Here's what you can expect with each question:

Section 2, Part A: Document-Based Question

The Document-Based Question, or DBQ , is worth 25% of your final score and requires you to write an essay based on a prompt that's accompanied by seven historical documents . You'll get a 15-minute reading period followed by 45 minutes to write your response.

The DBQ will focus on a historical development in the years 1754-1980.

Section 2, Part B: Long Essay

The final part of the AP US History test is the Long Essay, for which you must choose one of three possible prompts and write an essay on the topic. You'll have 40 minutes to write your response, which will count for 15% of your overall AP score.

To earn full credit here, you must develop a clear and logical argument and support it with relevant historical evidence (which won't be directly provided to you as it will be on the DBQ).

Each of the three essay prompts revolves around a different time period in US history:

• Essay Prompt 1: 1491-1800
• Essay Prompt 2: 1800-1898
• Essay Prompt 3: 1890-2001

Content Background for the AP US History Exam

There are eight themes addressed in the AP US History course , and all of them show up in one form or another on the exam across the nine units, or time periods . Each represents a subset of learning objectives that students are expected to master. You can read more about these learning objectives in the AP US History Course and Exam Description .

Before I give you a broad overview of the eight themes, let's take a look at how the major units are weighted on the AP US History exam :

Below, we give you the definition of each course theme as described in the AP US History Course Description.

Theme 1: American and National Identity

Focuses on how and why definitions of American and national identity and values have developed among the diverse and changing population of North America as well as on related topics, such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.

Theme 2: Work, Exchange, and Technology

Focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government.

Theme 3: Geography and the Environment

Focuses on the role of geography and both the natural and human-made environments in the social and political developments in what would become the United States.

Theme 4: Migration and Settlement

Focuses on why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments.

Theme 5: Politics and Power

Focuses on how different social and political groups have influenced society and government in the United States as well as how political beliefs and institutions have changed over time.

Theme 6: America in the World

Focuses on the interactions between nations that affected North American history in the colonial period and on the influence of the United States on world affairs.

Theme 7: American and Regional Culture

Focuses on how and why national, regional, and group cultures developed and changed as well as how culture has shaped government policy and the economy.

Theme 8: Social Structures

Focuses on how and why systems of social organization develop and change as well as the impact that these systems have on the broader society.

Sample AP US History Questions

Now that you have a sense of the test content, I'll present you with sample questions to give you a better idea of what the AP US History exam actually looks like. All sample questions come from the official US History Course and Exam Description .

Sample Multiple-Choice Question

For multiple choice, you're given one or two pieces of historical evidence followed by a set of questions that ask you to do some analysis . The US History exam is less about knowing specific dates and names and more about being able to draw conclusions and connect themes based on materials provided by the test.

To answer this question, you don't even really need to know much about US history, as long as you pay attention to exactly what's written in the passage, or the secondary source you've been given. The passage here is mainly focused on the increase in commerce in New York as a result of the opening of the Erie Canal.

Answer choice A mentions commerce—that's a good sign—but specifically commerce with Native Americans, who are not mentioned at all in the passage, so this is unlikely to be the right answer.

Answer choice B discusses increased access to markets in the United States, which seems to echo what the passage says about commerce in New York. We'll hold onto this as a potential answer.

Answer choice C is all about the internal slave trade, which isn't mentioned at all in the secondary source, so we can assume this is wrong.

Answer choice D talks about agricultural production, which, again, isn't the focus of the passage—that's commerce. As a result, we can cross this off our list.

This means that the only logical answer to choose is answer choice B .

Sample Short-Answer Question

The short-answer questions are technically considered part of the multiple-choice section because they're less involved than the essay questions. Alt hough they do have multiple parts, you don't have to come up with a thesis—one-sentence answers are OK. These questions are about succinctly connecting themes and reference materials to specific events or trends.

Here's an example:

This short-answer question is an example of question 1, which comes with two secondary sources. As you can see, you'll have to answer three separate parts (A, B, and C), each of which is worth 1 point ; this means you can earn up to 3 points for each short-answer question.

Here's how you could earn full credit for this sample question, per the official scoring guidelines .

(A) Sample Answers

• Peiss argues that pursuits of entertainment in dance halls by working class women created new, legitimate social spaces for women, however Enstand argues that working women's participation in labor politics gave them a new voice and place in the public sphere.
• Peiss links the growth of women in public social life to a commercial culture that provided opportunities for women to enter the public sphere while Enstand argues that women became political actors who demanded a public voice.

(B) Sample Answers

• Like the dance halls, department stores and amusement parks became aspects of the commercial culture that represented new opportunities for women to enjoy public places as legitimate participants.
• The concept of the New Woman became a cultural phenomenon, as the older idea of separate spheres diminished. The idea of the New Woman supported a more public role for women in the early 1900s.
• The growth of cities and urban America gave young women more opportunities to leave rural America and participate in the developments described by Peiss.
• New technologies such as electric lighting made possible new public spaces for personal freedom for women.

(C) Sample Answers

• Women's participation in the suffrage movement, settlement house work, temperance organizing, and the Progressive movement all contributed to modern attitudes about women and increased their roles in the public sphere.
• The ratification of the Nineteenth Amendment to the Constitution gave women the vote and a voice in politics.
• Women were the main participants in the New York shirtwaist strike of 1909. During this strike women made public demands like those described by Enstad.
• Women organized or participated in labor unions such as the International Ladies' Garment Workers' Union (ILGWU) which is an example of their growing voice in the public sphere.
• Working-class women had key public roles in the successful Lawrence (Massachusetts) textile strike of 1912, this demonstrates that women became active political voices through labor movements.

Sample Document-Based Question

With the DBQ , you'll have seven different historical documents to examine . To earn full credit, you must use at least six documents as evidence in your answer. These documents range from transcripts of folk songs, to excerpts from letters and newspapers, to demographic maps.

Here's an example of a DBQ (with one document shown):

There are several components of a solid response to this question. The DBQ is worth a total of 7 raw points . Here's how you could earn full credit, according to the scoring guidelines .

Sample Long Essay Question

For the Long Essay, you must choose between three prompts . Here's an example of a potential prompt:

Your essay should include many of the same elements as your answer to the DBQ, but there are no documents to analyze and reference , so you'll have less time to write. The essay is worth 6 raw points .

Here's how you could earn full credit for the sample question above, per the scoring guidelines .

How Is the AP US History Exam Scored?

Here, we'll go over how each section on the AP US History exam is scored, scaled, and combined to give you your final AP score on the 1-5 scale .

On the multiple-choice section, you earn 1 raw point for each question you answer correctly; this means that the max score you can earn here is 55 points. No points are taken off for incorrect answers.

Each of the three short-answer questions is worth 3 points, so there are 9 points possible in this section.

The DBQ is scored out of 7 points and is based on the following criteria, per the scoring guide :

• Thesis/claim: 1 point
• Contextualization: 1 point
• Evidence from the documents: 2 points
• Evidence beyond the documents: 1 point
• Sourcing: 1 point
• Complexity: 1 point

Lastly, the Long Essay is out of 6 raw points and is scored using the following criteria:

• Evidence: 2 points
• Analysis and reasoning: 2 points

On essay questions, points are taken off for errors only if they detract from the quality of the argument being made (in other words, don't go making up historical facts to support your argument). Grammatical and other technical errors aren't a big deal as long as they don't inhibit the grader's ability to understand what your essay is saying.

The total number of raw points you can earn on the AP US History test is 77:

• 55 points for the Multiple Choice questions
• 9 points for the Short Answer questions
• 7 points for the DBQ
• 6 points for the Long Essay

Raw scores can be converted to scaled scores out of 150 . Here's how to do that for each section:

• Multiple Choice: Multiply your raw multiple-choice section score out of 55 by 1.09
• Short Answer: Multiply your raw short-answer score out of 9 by 3.33
• DBQ: Multiply your raw DBQ score out of 7 by 5.36
• Long Essay: Multiply your raw Long Essay score out of 6 by 3.75

Finally, add all the scores together to get your final scaled AP score for US History! Here is a chart to show you approximately how these scaled scores translate to final AP scores:

Source: The College Board

I made my best estimates based on other AP score conversion charts because there was no official scaled-to-AP-score conversion chart online for US History. Your AP teacher or review book might have a more accurate score conversion system you can use for official practice tests.

4 Essential Tips for Acing the AP US History Exam

AP US History is a grueling test that requires intense critical thinking and analytical skills. Here are some helpful tips to remember if you hope to do well on test day.

#1: Don't Confuse Accurate Facts for Correct Answers

Many multiple-choice questions will list answers that are accurate representations of historical events or trends but that don't directly respond to the question being asked . Be wary of these answers on the test so you don't accidentally choose them over more relevant responses.

In the multiple-choice question I gave above as an example, one incorrect choice was "The growth in the internal slave trade." At the time referenced in the question, this was a real trend that occurred, but because it doesn't relate directly to the passage given, it's still the wrong answer .

Don't let these types of answer choices confuse you; adhere to the particulars of the question and the evidence presented to you!

#2: Pay Attention to Details—Read Excerpts Carefully

Most of this AP exam is based on historical reference materials, meaning that you won't be able to answer questions correctly without reading carefully. Even if you know everything there is to know about US History, that knowledge will mostly just serve to contextualize the evidence presented on the test. The specific details found in the writings and images will ultimately reveal the best answer choice.

#3: Plan Before You Write

It's critical to write well-organized, focused essays on the AP US History test. A clear thesis is the first thing on the agenda. You then need to make sure that the rest of your essay ties back into your thesis and provides relevant evidence throughout. If you jump into writing an essay without taking the time to organize your thoughts, you're more likely to ramble or get off-topic from the main focus of the question.

For the DBQ, you should spend 15 of the 60 minutes planning how to organize your thoughts and how to use the different documents as evidence. While you will have less time for the Long Essay, you should still spend five minutes or so writing a brief outline before starting your final draft.

#4: Use Outside Evidence Wisely

It's a smart idea to incorporate additional background knowledge into your DBQ and Long Essay responses on the AP US History test. It shows that you've mastered the material and can connect themes to what you learned in class and not just what was presented to you in the question.

That said, don't include outside knowledge unless it really bolsters your argument . If you're just sticking it in there to prove how much you know, your essay will lack focus and you might lose points.

This is why it's so important to plan ahead. In the planning stage, you can think of examples that tie into your thesis and strategically place them throughout your essay in ways that contribute to your point.

Conclusion: Getting a Great Score on the AP US History Exam

The AP US History exam is one of the longer AP tests, and it has four different types of questions: Multiple Choice, Short Answer, Document-Based Question (DBQ), and Long Essay.

The main thread running through this test is an emphasis on analyzing historical evidence and applying outside knowledge in context. In your studying, you will need to learn to connect the themes of the course to events spanning 500 years of US history.

Here are some study tips to heed as you prep for the AP US History test:

• Don't mistake accurate facts for correct answers
• Always read excerpts carefully
• Plan before writing your essays
• Use outside evidence strategically

Make sure that you practice all the different types of exam questions with official materials before you sit down to take the real test . If you get used to thinking about history in an analytical, evidence-based context, you should have no problem earning a high US History score!

What's Next?

Looking for more practice materials? Check out our article on the best online quizzes you can take to prepare for the AP US History test !

Review books can be extremely helpful tools in preparing for AP exams. If you can't decide which one to get, take a look at this list of the best review books for the AP US History test .

Did you lose some of your notes? Feel free to use these links to AP US History notes for every section of the course .

Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar.

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., guide to the ap u.s. history exam.

The AP ® U.S. History exam, also known as APUSH, is a college-level exam administered every year in May upon the completion of an Advanced Placement U.S. History course taken at your high school. If you score high enough, you could earn college credit!

Check out our AP U.S. History Guide for the essential info you need about the exam:

• AP U.S. History Exam Overview
• AP U.S. History Sections & Question Types
• AP U.S. History Scoring
• How to Prepare

What's on the AP U.S. History Exam?

The College Board requires your AP teacher to cover certain topics in the AP U.S. History course. As you complete your APUSH review, make sure you are familiar with the following topics:

• Period 1 (1491–1607) : Native American Societies Before European Contact; European Exploration in the Americas; Columbian Exchange, Spanish Exploration, and Conquest; Labor, Slavery, and Caste in the Spanish Colonial System; Cultural Interactions Between Europeans, Native Americans, and Africans
• Period 2 (1607–1754) : European Colonization; The Regions of British Colonies; Transatlantic Trade; Interactions Between American Indians and Europeans; Slavery in the British Colonies; Colonial Society and Culture
• Period 3 (1754–1800) : The Seven Years’ War (The French and Indian War); Taxation Without Representation; Philosophical Foundations of the American Revolution; The American Revolution; The Influence of Revolutionary Ideals; The Articles of Confederation; The Constitutional Convention and Debates over Ratification; The Constitution; Shaping a New Republic; Developing an American Identity; Movement in the Early Republic
• Period 4 (1800–1848) : The Rise of Political Parties and the Era of Jefferson; Politics and Regional Interests; America on the World Stage; Market Revolution: Industrialization; Market Revolution: Society and Culture; Expanding Democracy; Jackson and Federal Power; The Development of an American Culture; The Second Great Awakening; An Age of Reform; African Americans in the Early Republic; The Society of the South in the Early Republic
• Period 5 (1844–1877) : Manifest Destiny; The Mexican–American War; The Compromise of 1850; Sectional Conflict: Regional Differences; Failure of Compromise; Election of 1860 and Secession; Military Conflict in the Civil War; Government Policies During the Civil War; Reconstruction; Failure of Reconstruction
• Period 6 (1865–1898) : Westward Expansion: Economic Development; Westward Expansion: Social and Cultural Development; The “New South”; Technological Innovation; The Rise of Industrial Capitalism; Labor in the Gilded Age; Immigration and Migration in the Gilded Age; Responses to Immigration in the Gilded Age; Development of the Middle Class; Reform in the Gilded Age; Controversies over the Role of Government in the Gilded Age; Politics in the Gilded Age
• Period 7 (1890–1945) : Imperialism: Debates; The Spanish–American War; The Progressives; World War I: Military and Diplomacy; World War I: Home Front; 1920s: Innovations in Communication and Technology; 1920s: Cultural and Political Controversies; The Great Depression; The New Deal; Interwar Foreign Policy; World War II: Mobilization; World War II: Military; Postwar Diplomacy
• Period 8 (1945–1980) : The Cold War from 1945 to 1980; The Red Scare; Economy after 1945; Culture after 1945; Early Steps in the Civil Rights Movement (1940s and 1950s); America as a World Power; The Vietnam War; The Great Society; The African American Civil Rights Movement (1960s); The Civil Rights Movement Expands; Youth Culture of the 1960s; The Environment and Natural Resources from 1968 to 1980; Society in Transition
• Period 9 (1980–Present): Reagan and Conservatism; The End of the Cold War; A Changing Economy; Migration and Immigration in the 1990s and 2000s; Challenges of the 21 st Century

Read More: Review for the exam with our AP U.S. History Crash Courses

Sections & Question Types

The APUSH exam takes 3 hours and 15 minutes to complete and is comprised of two sections: a multiple-choice/short answer section and a a free response section. There are two parts to each section.

APUSH Multiple Choice Questions

Questions are grouped into sets of three or four questions and based on a primary source, secondary source, or historical issue. Each set of questions is based on a different piece of source material. This section will test your ability to analyze and engage with the source materials while recalling what you already know about U.S. history.

APUSH Short Answer Questions

The three questions in this section will be tied to a primary source, historical argument, data or maps, or general propositions of U.S. history. Students are required to answer the first and second questions and then answer either the third or the fourth question. You are not required to develop and support a thesis statement, but you must describe examples of historical evidence relevant to the source or question.

APUSH Document-Based Question (DBQ)

The DBQ question requires you to answer a question based on seven primary source documents and your knowledge of the subject and time period. All the documents will pertain to a single subject. Students should develop an argument about the question and use the documents to support this argument.

APUSH Long Essay Question

For the long essay question, you’ll be given a choice of three essay options on the same theme, and you must choose one. You must develop and defend a relevant thesis, but there won’t be any documents on which you must base your response. Instead, you’ll need to draw upon your own knowledge of topics you learned in your AP U.S. History class.

For a comprehensive content review, check out our book,  AP U.S. History Prep

What’s a good AP U.S. History Score?

AP scores are reported from 1 to 5. Colleges are generally looking for a 4 or 5 on the AP U.S. History exam, but some may grant credit for a 3. Here’s how students scored on the May 2020 test:

Source: College Board

How can I prepare?

AP classes are great, but for many students they’re not enough! For a thorough review of AP U.S. History content and strategy, pick the  AP prep option  that works best for your goals and learning style. 

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