Sample Ap Ush Questions College Board-Books Pdf

Sample AP USH questions College Board
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The College Board, The College Board is a mission driven not for profit organization that connects. students to college success and opportunity Founded in 1900 the College Board. was created to expand access to higher education Today the membership. association is made up of over 6 000 of the world s leading educational institutions. and is dedicated to promoting excellence and equity in education Each year the. College Board helps more than seven million students prepare for a successful. transition to college through programs and services in college readiness and. college success including the SAT and the Advanced Placement Program The. organization also serves the education community through research and advocacy. on behalf of students educators and schools For further information visit www. collegeboard org,AP Equity and Access Policy, The College Board strongly encourages educators to make equitable access a. guiding principle for their AP programs by giving all willing and academically. prepared students the opportunity to participate in AP We encourage the. elimination of barriers that restrict access to AP for students from ethnic racial and. socioeconomic groups that have been traditionally underserved Schools should. make every effort to ensure their AP classes reflect the diversity of their student. population The College Board also believes that all students should have access. to academically challenging course work before they enroll in AP classes which. can prepare them for AP success It is only through a commitment to equitable. preparation and access that true equity and excellence can be achieved. 2014 The College Board College Board Advanced Placement Program AP AP Central and the acorn. logo are registered trademarks of the College Board All other products and services may be trademarks of. their respective owners Visit the College Board on the Web www collegeboard org. iv Introduction,1 Section I Multiple Choice Questions. 8 Section II Short Answer Questions,13 Section III Long Essay Questions. 14 Section IV Document Based Question,18 Credits,2014 The College Board iii.
Sample Questions AP U S History Exam,Introduction, These sample exam questions were originally included in the AP U S History. Curriculum Framework published in fall 2012 The AP U S History Course and Exam. Description which is out now includes that curriculum framework along with a. new unique set of exam questions Because we want teachers to have access to all. available questions that support the new exam we are making those from the fall. 2012 curriculum framework available in this supplementary document. The sample exam questions illustrate the relationship between the curriculum. framework and the redesigned AP U S History Exam and they serve as examples of. the types of questions that appear on the exam, Each question is followed by the main learning objective s skill s and key. concept s it addresses A question may partially address other learning objectives. skills or key concepts but only the primary ones are listed For multiple choice. questions the correct answer is also provided, 2014 The College Board Return to the Table of Contents iv. Sample Questions AP U S History Exam,Section I Multiple Choice Questions. As demonstrated in the following examples multiple choice question sets are organized. around two to six questions that focus on a primary source secondary source or other. historical issue, In this secondary source historian Michael McGerr makes an argument about the nature of the.
Progressive movement addressed in learning objectives WXT 7 and POL 3. Questions 1 3 refer to the following quotation, I believe that progressivism was a radical movement though not by the common. measures of economic and political radicalism Progressives were radical in their. conviction that other social classes must be transformed and in their boldness in going. about the business of that transformation The sweep of progressivism was remarkable. but because the progressive agenda was so often carried out in settlement houses churches. and schoolrooms in rather unassuming day to day activities the essential audacity of the. enterprise can be missed Progressivism demanded a social transformation that remains at. once profoundly impressive and profoundly disturbing a century later. Michael McGerr A Fierce Discontent The Rise and Fall of the. Progressive Movement in America 1870 1920 2003, 1 Which of the following activities from the middle of the 19th century most closely resembles. the Progressive Era reforms that McGerr describes,A Participation by women in moral reform efforts. B Calls for the annexation of Texas,C Efforts by nativists to restrict immigration. D Removal of American Indians from the Southeast to the West. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework.
A POL 3 Explain how activist groups and Appropriate Use of 4 1 II. reform movements such as antebellum Relevant Historical 6 2 I. reformers civil rights activists and social Evidence Comparison 7 1 II. conservatives have caused changes,to state institutions and U S society. 2014 The College Board Return to the Table of Contents 1. Sample Questions AP U S History Exam, 2 Which of the following efforts most directly resulted from the Progressive Era reform. A Attempts to consolidate large corporations,B Local campaigns against urban social problems. C Calls to restrict migration from southern and eastern Europe. D Plans to develop an extensive social welfare system by the federal government. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. B POL 3 Explain how activist groups and Appropriate Use of 6 2 I. reform movements such as antebellum Relevant Historical 7 1 II. reformers civil rights activists and social Evidence Historical. conservatives have caused changes to Causation,state institutions and U S society.
3 Which of the following movements from the period of 1870 to 1920 would most directly. support McGerr s argument in the excerpt above, A The movement for temperance and Prohibition which sought to limit consumption of. B The movement by good government advocates who sought to eliminate public corruption. C The movement by the federal government to conserve and protect environmental. D The movement to protect consumers from unfair practices by businesses. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. A POL 3 Explain how activist groups and Appropriate Use of 6 2 I. reform movements such as antebellum Relevant Historical 7 1 II. reformers civil rights activists and social Evidence Historical. conservatives have caused changes to Argumentation. state institutions and U S society,WXT 7 Compare the beliefs and strategies. of movements advocating changes to the,U S economic system since industrialization. particularly the organized labor Populist,and Progressive movements.
2014 The College Board Return to the Table of Contents 2. Sample Questions AP U S History Exam, This cartoon by Thomas Nast focuses on the debates over political values addressed in learning. objective POL 6 and national identity learning objective CUL 2 in the aftermath of the Civil War. Questions 4 8 refer to the following 1865 cartoon by Thomas Nast. Courtesy of HarpWeek Courtesy of Library of Congress. 4 Which of the following groups would be most likely to support the perspective of the cartoon. A Southern politicians,B Radical Republicans,C Northern opponents of the war. D Veterans of the Confederate Army,Key Concepts,Historical in the Curriculum. Answer Learning Objectives Thinking Skills Framework. B CUL 2 Analyze how emerging conceptions Appropriate Use of 5 3 I. of national identity and democratic Relevant Historical. ideals shaped value systems gender Evidence, roles and cultural movements in the Contextualization. late 18th century and the 19th century, 2014 The College Board Return to the Table of Contents 3.
Sample Questions AP U S History Exam, 5 The sentiments expressed in the cartoon above most directly contributed to which of the. A The passage of the 14th and 15th Amendments, B The movement of African Americans away from the farms where many had been held as slaves. C The prevalence of the sharecropping system, D The passage of segregation laws in Southern states. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. A POL 6 Analyze how debates over political Appropriate Use of 5 3 I. values such as democracy freedom and Relevant Historical 5 3 II. citizenship and the extension of American Evidence Historical. ideals abroad contributed to the ideological Causation. clashes and military conflicts of the 19th,century and the early 20th century.
CUL 2 Analyze how emerging conceptions,of national identity and democratic. ideals shaped value systems gender,roles and cultural movements in the late. 18th century and the 19th century, 6 The controversy highlighted in the cartoon above most directly led to the. A emergence of more vigorous Southern resistance to African American rights. B industrialization of some segments of the Southern economy. C issuance of court rulings such as Plessy v Ferguson sanctioning racial segregation. D development of African American efforts to support vocational education. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. A POL 6 Analyze how debates over political Appropriate Use of 5 3 II. values such as democracy freedom and Relevant Historical. citizenship and the extension of American Evidence Historical. ideals abroad contributed to the ideological Causation. clashes and military conflicts of the 19th,century and the early 20th century.
2014 The College Board Return to the Table of Contents 4. Sample Questions AP U S History Exam, 7 The ideas expressed in the cartoon above most directly reflect which of the following. continuities in United States history,A Debates about federalism and states rights. B Debates about access to voting rights, C Debates about the role of the federal government in the economy. D Debates about the proper role of political parties. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. B POL 6 Analyze how debates over political Appropriate Use of 4 1 II. values such as democracy freedom and Relevant Historical 5 3 III. citizenship and the extension of American Evidence Patterns. ideals abroad contributed to the ideological of Continuity and. clashes and military conflicts of the 19th Change over Time. century and the early 20th century,CUL 2 Analyze how emerging conceptions.
of national identity and democratic,ideals shaped value systems gender. roles and cultural movements in the late,18th century and the 19th century. 8 Which of the following 20th century issues most closely parallels the controversy depicted in. the cartoon above, A The opposition to the Vietnam War in the 1960s and 1970s. B The growth of conservatism in the 1960s 1970s and 1980s. C The civil rights movement of the 1950s and 1960s. D The expansion of migration to the United States after 1965. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. C POL 6 Analyze how debates over political Appropriate Use of 5 3 II. values such as democracy freedom and Relevant Historical 8 2 I. citizenship and the extension of American Evidence. ideals abroad contributed to the ideological Comparison. clashes and military conflicts of the 19th,century and the early 20th century.
POL 7 Analyze how debates over civil,rights and civil liberties have influenced. political life from the early 20th century,through the early 21st century. 2014 The College Board Return to the Table of Contents 5. Sample Questions AP U S History Exam, This excerpt is taken from journalist John L O Sullivan s 1845 essay Annexation in which he. first used the phrase manifest destiny The concepts of Manifest Destiny and expansionism are. addressed in learning objectives ID 2 and WOR 6,Questions 9 11 refer to the following quotation. Our destiny is to overspread the continent allotted by Providence for the free. development of our yearly multiplying millions The Anglo Saxon foot is already on. California s borders Already the advance guard of the irresistible army of Anglo Saxon. emigration has begun to pour down upon it armed with the plow and the rifle and. marking its trail with schools and colleges courts and representative halls mills and. meetinghouses A population will soon be in actual occupation of California Their. right to independence will be the natural right of self government belonging to any. community strong enough to maintain it,John L O Sullivan 1845.
9 The ideas expressed in the passage above most clearly show the influence of which of the. A Models of limited government inherent in the Articles of Confederation. B Beliefs in separation of powers articulated in the United States Constitution. C Concerns about foreign alliances expressed in George Washington s Farewell Address. D Concepts of republican democracy found in the Declaration of Independence. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. D ID 2 Assess the impact of Manifest Historical Causation 5 1 I. Destiny territorial expansion the Civil,War and industrialization on popular. beliefs about progress and the national,destiny of the U S in the 19th century. 2014 The College Board Return to the Table of Contents 6. Sample Questions AP U S History Exam, 10 The process described in the passage above most directly led to political controversies in the. 1840s and 1850s over the, A expansion of slavery into newly acquired territories.
B authority of the Supreme Court to overturn federal laws. C role of the federal government in economic development. D use of natural resources in newly acquired territories. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. A ID 2 Assess the impact of Manifest Historical Causation 5 1 I. Destiny territorial expansion the Civil,War and industrialization on popular. beliefs about progress and the national,destiny of the U S in the 19th century. 11 Which of the following events in the late 19th and early 20th centuries represents a. continuation of the process described in the passage above. A Efforts to restrict immigration to the United States. B The Supreme Court s endorsement of racial segregation. C The United States gaining possession of overseas territories. D Political parties attempts to regulate economic activities. Key Concepts,Historical in the Curriculum, Answer Learning Objectives Thinking Skills Framework. C WOR 6 Analyze the major aspects of domestic Patterns of 7 3 I. debates over U S expansionism in the 19th Continuity and. century and the early 20th century Change over Time. 2014 The College Board Return to the Table of Contents 7. Sample Questions AP U S History Exam,Section II Short Answer Questions.
The following questions are meant to illustrate the types of questions that might appear in this. section of the exam Note that the short answer questions do not require students to develop. and support a thesis statement,Question 1, This question asks students to respond to the arguments of two historians about the nature of. the American Revolution addressed in learning objective POL 1 Students must first correctly. identify the respective interpretations of each historian and then briefly cite historical evidence. gained from the AP U S History classroom that tends to support one argument or another. Question 1 is based on the following two passages, Massachusetts did not have a social order before the American Revolution that would. breed sharp internal class conflicts The evidence does not justify an interpretation of the. Revolution in Massachusetts as an internal class conflict designed to achieve additional. political economic and social democracy Although democracy was important as a factor. in the conflict it was a democracy which had already arrived in the colony long before. 1776 B efore 1776 democracy was a reality which interfered with British policies If. the British had been successful there would undoubtedly have been much less democracy. in Massachusetts hence my interpretation that the Revolution was designed to preserve. a social order rather than to change it,Robert E Brown Middle Class Democracy and the. Revolution in Massachusetts 1691 1780 1955, Those who have asserted that the Revolution aimed only at separation from Great. Britain are quite right but only insofar as they have described the attitudes of the elite. what the common people and articulate radicals made of the Declaration of Independence. may have been quite a different matter P oor people in early America expressed. discontent in some way against the rich During the period of the American Revolution. there was just such an expression from below the powerless refused to stay in the places. to which a theory of deference and subordination assigned them Among the most blatant. cases are those of Negroes who petitioned for that freedom to which they claimed they. had a natural right, Jesse Lemisch The American Revolution Seen from the Bottom Up 1968.
2014 The College Board Return to the Table of Contents 8. Sample Questions AP U S History Exam, 1 Based on the two interpretations above of the origins of the American Revolution complete the. following three tasks, A Briefly explain the main point made by Passage 1. B Briefly explain the main point made by Passage 2. C Provide ONE piece of evidence from the era of the American Revolution that is not. included in the passages and explain how it supports the interpretation in either passage. Key Concepts,Historical in the Curriculum,Learning Objectives Thinking Skills Framework. POL 1 Analyze the factors behind competition Contextualization 3 1 II. cooperation and conflict among different societies and Interpretation. social groups in North America during the colonial period. 2014 The College Board Return to the Table of Contents 9. Sample Questions AP U S History Exam,Question 2, This question asks students to relate the development of American national identity addressed. in learning objectives ID 1 and ID 5 to a relevant piece of information from the Revolutionary. period that the students learned in their AP U S History class Students must provide an. explanation of why the connection they made is plausible but they do not need to develop an. entire thesis argument Students then need to counter the other options again by referencing. evidence about U S history that they have encountered in their class. 2 United States historians have proposed various events to mark the beginning of an American. A Choose ONE of the events listed below and explain why your choice best represents the. beginning of an American identity Provide at least ONE piece of evidence to support your. explanation, End of the Seven Years War French and Indian War in 1763.
Signing of the Declaration of Independence in 1776. Ratification of the United States Constitution in 1788. B Contrast your choice against ONE of the other options demonstrating why that option is. not as good as your choice,Key Concepts,Historical in the Curriculum. Learning Objectives Thinking Skills Framework, ID 1 Analyze how competing conceptions of national identity Periodization 3 1 II. were expressed in the development of political institutions 3 2 I. and cultural values from the late colonial through the 3 3 I. antebellum periods 3 3 III, ID 5 Analyze the role of economic political social and. ethnic factors on the formation of regional identities in what. would become the United States from the colonial period. through the 19th century, 2014 The College Board Return to the Table of Contents 10. Sample Questions AP U S History Exam,Question 3, This question asks students to interpret the point of view of this painting to explain its.
significance in terms of one of three major topics in 19th century U S history and to connect. the analysis to a specific action Students need to see the linkage between this primary source. and the context of 19th century debates over westward expansion Manifest Destiny or. progress In choosing examples to illustrate these connections students are able to refer. to any appropriate examples discussed in depth in their own classrooms while covering the. relevant learning objectives ID 2 WXT 2 and PEO 4,Question 3 is based on the following image. Courtesy of Library of Congress, 2014 The College Board Return to the Table of Contents 11.


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