AP US History Practice Test: Period 3 (1754–1800)
Our APUSH unit 3 practice test includes 21 multiple choice questions. This period is marked by the struggle for independence and the birth of a new nation. The challenges of drafting foundational documents, and the debates that shaped them, such as those regarding federalism and individual rights, are central themes.
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Questions 1–3 refer to the following excerpt:
What goal did pontiac try to achieve by making this speech, what consequences did the french & indian war have for indigenous peoples, how did colonists react to the proclamation of 1763, questions 4–6 refer to the map below depicting the french and indian war..
What important consequences did the French & Indian War have in North America?
How did britain try to deal with the massive expenses they incurred during the french & indian war, what role did the native americans play in the french and indian war, questions 7–8 refer to the following excerpt:, which of the following examples best supports adams’ claim, which of the following statements best describes colonial attitudes during the revolution, questions 9–10 refer to this map of battles during the american revolution..
Which of the following statements best describes the course of the American Revolution?
What was the significance of the battle of saratoga in the autumn of 1777, questions 11–13 refer to the following excerpt:, what, if any, impact did the enlightenment have on the american revolution, how did the constitution address slavery, what, if any, influence did the revolution have on world history, questions 14–16 refer to the following excerpt:, which of the following examples best supports rush’s argument, which of the following issues would the federalist party have supported, what position did anti-federalists take on the bill of rights, questions 17–18 refer to this painting from the late 18th century..
What political role did women play in the new American republic?
What economic role did women play in the new american republic, question 19–20 refers to the image below which depicts general washington during the whiskey rebellion (1791–1794)..
What consequences did the Whiskey Rebellion have?
Why is the presidential election of 1800 sometimes referred to as a “revolution”, question 21 refers to this image from the battle of fallen timbers (1794):.
Which of the following events helped secure American control over the future states of Ohio, Indiana, Illinois, Michigan, and Wisconsin?
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Unit 3 DBQ (Economic Issues)
5 min read • november 17, 2021
Exam simulation mode
Prep for the AP exam with questions that mimic the test!
AP US History Document-Based Question for Economic Issues
👋 Welcome to the AP US History Unit 3 DBQ (Economic Issues) . These are longer questions, so grab some paper and a pencil, or open up a blank page on your computer. After you finish, you can see how you did with the Unit 3 DBQ (Economic Issues) Answers .
⏱ The AP US History exam has a mixture of free-response questions and allotted times. For these types of questions, there will be 1 DBQ, and you will be given 60 minutes to complete it. It is suggested that you spend 15 minutes to read the documents and spend 45 minutes to draft your response .
🤔 Need a quick refresher of the unit as a whole? Check out the Unit 3 Overview .
😩 Getting stumped halfway through answering? Look through all of the available Unit 3 Resources .
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.
Support an argument in response to the prompt using at least six documents.
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.
Adapted from College Board DBQ Instructions
Evaluate the extent to which economic issues fostered governmental change in the United States from 1781 to 1800.
Document 1 (Hamilton)
Source : Report of the Secretary of the Treasury [Alexander Hamilton] of the United States, on the subject of Manufactures. December 5, 1791.
The expediency of encouraging manufactures in the United States, which was no longer deemed very questionable, appears at this time to be pretty generally admitted. The embarrassments which have obstructed the progress of our external trade, have led to serious reflections on the necessity of enlarging the sphere of our domestic commerce: the restrictive regulations, which in foreign markets abridge the vent of the increasing surplus of our agricultural produce, serve to beget an earnest desire, that a more extensive demand for that surplus may be created at home: And the complete success conspiring with the promising symptoms which attend some less mature essays in others, justify a hope, that the obstacles to the growth of this species of industry are less formidable than they were apprehended to be; and that it is not difficult to find, in its further extension, a full indemnification for any external disadvantages, which are or may be experienced, as well as an accession of resources, favorable to national independence and safety.
Document 2 (Washington)
Source : Sixth Annual Message of George Washington. November 19, 1794.
During the session of the year 1790 it was expedient to exercise the legislative power granted by the Constitution of the United States "to lay and collect excises''. In a majority of the States scarcely an objection was heard to this mode of taxation. In some, indeed, alarms were at first conceived, until they were banished by reason and patriotism. In the four western counties of Pennsylvania a prejudice, fostered and embittered by the artifice of men who labored for an ascendency over the will of others by the guidance of their passions, produced symptoms of riot and violence…..Hence, while the greater part of Pennsylvania itself were conforming themselves to the acts of excise, a few counties were resolved to frustrate them.
Document 3 (Jay's Treaty)
Source : Courtesy, George Washington’s Mount Vernon. (Jay’s Treaty).
Image courtesy of Wikipedia
Document 4 (Washington to Lincoln)
Source : “To George Washington from Benjamin Lincoln,” Founders Online, National Archives,
https://founders.archives.gov/documents/Washington/04-04-02-0374-0002.
Shays did not point his force to any object until the 24th. …...They were jointly to have made an attack on the Magazine at 4 oClock P.M. January 25th, one of the Letters from Day to Shays was intercepted which would have delayed Shay’s movements. He came on in open column, was repeatedly warned of his danger by General Shepard, and finally if he progressed in any degree farther he would fire upon him. He moved, and the General fired over him, hoping to deter him from proceeding, but to no effect. He then fired two pieces into his column which he attempted to display. By these shots three men were killed, and a number wounded. His people were thrown into the utmost confusion, and dispersed for a time but soon collected as they were not followed by General Shepard, who could have destroyed a great proportion of them had he been disposed to do it.
Document 5 (Jefferson)
Source : The Writings of Thomas Jefferson, 1791.
“The second general phrase is, "to make all laws necessary and proper for carrying into execution the enumerated powers." But they can all be carried into execution without a bank. A bank therefore is not necessary, and consequently not authorized by this phrase.”
Document 6 (Jefferson to Madison)
Source : Thomas Jefferson to James Madison, December 20, 1787
The late rebellion in Massachusetts has given more alarm than I think it should have done. Calculate that one rebellion in 13 states in the course of 11 years, is but one for each state in a century & a half. No country should be so long without one. Nor will any degree of power in the hands of government prevent insurrections [revolutions]. France, with all its despotism [dictatorship], and two or three hundred thousand men always in arms has had three insurrections in the three years I have been here in every one of which greater numbers were engaged than in Massachusetts & a great deal more blood was spilt.
Document 7 (Illustration)
Source : Courtesy, the Encyclopedia of Greater Philadelphia, circa 1798.
Answers & Rubric
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AP®︎/College US History
Course: ap®︎/college us history > unit 10.
- AP US History periods and themes
- AP US History multiple choice example 1
- AP US History multiple choice example 2
- AP US History short answer example 1
- AP US History short answer example 2
- AP US History DBQ example 1
- AP US History DBQ example 2
- AP US History DBQ example 3
- AP US History DBQ example 4
- AP US History long essay example 1
- AP US History long essay example 2
AP US History long essay example 3
- Preparing for the AP US History Exam (5/4/2016)
- AP US History Exam Prep Session (5/1/2017)
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Video transcript
AP® US History
Period 1: 1491 to 1607, short answer questions, columbian exchange and disease.
- Causation 2.v,
- Claims and Evidence in Sources 3.A,
- KC-1.2.II.A,
- Unit 1: Learning Objective D,
- Unit 1: Learning Objective E,
Pre-Columbian Native Life & Columbian Exchange
- Comparison 1.i,
- Comparison 1.ii,
- KC-1.1.I.A,
- KC-1.1.I.D,
- Unit 1: Learning Objective B
Spanish-Portuguese West African Slave Trade
- Claims and Evidence in Sources 3.B,
- Claims and Evidence in Sources 3.C,
- KC-1.2.II.C,
- Unit 1: Learning Objective E
Long Essay Questions
Spanish and native american relationships in pre-columbian life.
- Causation 2.i,
- Causation 2.ii,
- KC-1.2.II.B,
Tensions Between Spanish and Native Peoples
- Continuity and Change 3.i,
- KC-1.2.III.B,
- Unit 1: Learning Objective F,
Period 2: 1607 to 1754
Native alliances.
- KC-2.1.III.C,
- KC-2.1.III.E,
Chesapeake and Middle Colonies: Historical Comparisons
- KC-2.1.II.A,
- KC-2.1.II.C,
- Unit 1: Learning Objective C
Powhatan War
- Causation 2.iv,
British Control
- Continuity and Change 3.ii,
- Continuity and Change 3.iii,
- KC-2.1.III.D,
- KC-2.2.I.C,
- KC-2.2.I.D,
- Unit 2: Learning Objective I,
English Colonization and the Environment
- KC-2.1.II.B,
- Unit 2: Learning Objective C
The Development of Slavery
- Causation 2.iii,
- KC-2.2.II.A,
Period 3: 1754 to 1800
British economic measures before the revolution.
- KC-3.1.II.A,
- KC-3.2.I.C,
- Unit 3: Learning Objective C,
- Unit 3: Learning Objective F,
New Democratic and Republican Ideals
- KC-3.2.III.A,
- KC-3.2.III.B,
- Unit 3: Learning Objective L
Stamp Act Perspectives
The articles of confederation.
- KC-3.2.II.A,
- KC-3.2.II.B,
- KC-3.2.II.C.i,
- KC-3.3.I.C,
- Unit 3: Learning Objective H
Effects of French and Indian War
- KC-3.1.I.B,
- KC-3.1.I.C,
- Unit 3: Learning Objective B,
Foreign Policy Debates Between the Two Major Parties
- Unit 3: Learning Objective L,
Document-Based Questions (Standard)
Labor systems.
- KC-3.2.III.C,
- Unit 3: Learning Objective O,
Contrasting Political Visions
- Comparison 1.iii,
- KC-3.2.III.i,
Development of Political Parties
- KC-3.3.II.C,
Period 4: 1800 to 1848
Effects of the great awakening.
- KC-4.1.II.A.i,
- Unit 4: Learning Objective J
King Andrew
- KC-4.1.I.C,
- Sourcing and Situation 2.A,
- Sourcing and Situation 2.B,
- Unit 4: Learning Objective H
Party Politics, 1828-1848
Women in the antebellum era.
- KC-4.1.III.C,
- KC-4.2.II.A,
- KC-4.2.II.C,
- Unit 4: Learning Objective F
Jackson's Presidency
The war of 1812 and nationalism.
- KC-4.2.III.D,
- Unit 4: Learning Objective D,
- Unit 4: Learning Objective E,
The Second Great Awakening
- KC-4.1.III.A,
- KC-4.3.II.B.i,
- Unit 4: Learning Objective J,
- Unit 4: Learning Objective K
Period 5: 1844 to 1877
Civil war factors.
- Argumentation 6.A,
- Developments and Processes 1.A,
- Developments and Processes 1.B,
- KC-5.2.II.B.ii,
- KC-5.2.II.D,
- Unit 5: Learning Objective G,
- Unit 5: Learning Objective H
Manifest Destiny
- KC-5.1.I.A,
- KC-5.1.II.B,
- Unit 5: Learning Objective B
Thomas Nast and Reconstruction
- KC-6.3.II.C,
- Unit 6: Learning Objective C
Evaluating Reconstruction
- Argumentation 6.B,
- Argumentation 6.C,
- Argumentation 6.D,
- Contextualization 4.B,
- KC-5.3.II.A,
- KC-5.3.II.C,
- KC-5.3.II.D,
- KC-5.3.II.E,
- KC-5.3.II.ii,
- Unit 5: Learning Objective K,
- Unit 5: Learning Objective L
The Significance of the 13th Amendment
- Unit 5: Learning Objective K
Approaches to Abolition
- KC-4.1.III.B.i,
- KC-5.2.I.B,
- Sourcing and Situation 2.C,
- Unit 4: Learning Objective K,
- Unit 5: Learning Objective F
Causes of the Civil War
- KC-5.1.I.C,
- KC-5.2.I.A,
- KC-5.2.I.C,
- KC-5.2.II.A,
- KC-5.2.II.C,
- Unit 5: Learning Objective C,
- Unit 5: Learning Objective D,
- Unit 5: Learning Objective E,
- Unit 5: Learning Objective F,
Period 6: 1865 to 1898
Labor unrest.
- KC-6.1.II.C,
- Unit 6: Learning Objective E,
The Bosses of the Senate
- KC-6.1.I.D,
The Second Industrial Revolution
- KC-6.1.I.B.i,
- Unit 6: Learning Objective D,
Industrial Growth
- KC-6.1.I.B.ii,
- KC-6.1.I.C,
- KC-6.1.II.B.ii,
- KC-6.2.I.A,
- KC-6.2.I.B,
- KC-6.2.I.D,
- Unit 6: Learning Objective F,
- Unit 6: Learning Objective K,
The Response of Workers to a Changing Economy
- KC-6.1.III.A,
- KC-6.1.III.B,
- Unit 6: Learning Objective B,
Nast and National Tolerance
- KC-6.3.I.C,
- Unit 6: Learning Objective I,
- Unit 6: Learning Objective K
Period 7: 1890 to 1945
Comparing wwi and wwii.
- KC-7.3.II.E,
- Making Connections 5.A,
- Unit 7: Learning Objective A,
New Immigration
- KC-6.2.I.C,
- Unit 6: Learning Objective G
Suffragettes
- KC-7.1.II.B,
- KC-7.2.I.D,
- Sourcing and Situation 2.A
African American Migration
- Contextualization 4.A,
- KC-7.2.I.B,
- KC-7.2.II.C,
- Unit 7: Learning Objective G,
- Unit 7: Learning Objective I
The Role of the Federal Government
- KC-7.1.III,
- KC-7.1.III.A,
- Unit 7: Learning Objective J,
- Unit 7: Learning Objective K
Government Regulations
Organized labor, populists, and progressives.
- KC-6.1.III.C,
Period 8: 1945 to 1980
Civil rights and citizenship.
- KC-8.2.I.A,
- KC-8.2.I.B.ii,
- Unit 8: Learning Objective L,
- Unit 8: Learning Objective M
- KC-8.2.III.E,
- Unit 8: Learning Objective J
War on Poverty
- KC-8.2.II.C,
- KC-8.2.III.B.i,
Civil Rights and the Anti-Vietnam War Movements
- KC-8.1.II.B,
- KC-8.2.1.C,
- KC-8.2.I.B.i,
- KC-8.2.III.B.ii,
- KC-8.2.III.D,
- Unit 8: Learning Objective G,
- Unit 8: Learning Objective M,
- Unit 8: Learning Objective N
Comparing Social Movements
- KC-8.2.II.A,
- KC-8.2.II.B,
The Menace of Communism
- KC-8.1.I.B.i,
- KC-8.1.I.B.ii,
- KC-8.1.I.E,
- Unit 8: Learning Objective A,
- Unit 8: Learning Objective B,
- Unit 8: Learning Objective H,
- Unit 8: Learning Objective I,
Tracing the Historical Origins of the Civil Rights Movement
- Unit 8: Learning Objective J,
Civil Rights Movement
- Making Connections 5.B,
Period 9: 1980 - Present
Terrorism in the 1990s.
- KC-9.3.II.A,
- Unit 9: Learning Objective F,
U.S. Aid to the Contras
- KC-9.3.I.A,
- Unit 9: Learning Objective C,
Foreign Policy of George W. Bush and Barack Obama
- KC-9.3.I.C,
- KC-9.3.II.B,
Ronald Reagan and the New Deal
- KC-9.1.I.A,
- KC-9.1.I.B,
- Unit 9: Learning Objective B,
- Unit 9: Learning Objective G
IMAGES
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COMMENTS
Download free-response questions from past exams along with scoring guidelines, sample responses from exam takers, and scoring distributions. If you are using assistive technology and need help accessing these PDFs in another format, contact Services for Students with Disabilities at 212-713-8333 or by email at [email protected]. The ...
Study with Quizlet and memorize flashcards containing terms like Explain how trans-Atlantic trade and Great Britain's mercantilist policies influenced the economic development of the British North America in the period from 1650 to 1750, Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and 1763, Evaluate the extent to which the French and ...
Study with Quizlet and memorize flashcards containing terms like In what ways and why did democracy (political economic and social) increase in the early 19th century? What were its continuing limitations?, Was the american policy of neutrality effective in the period from 1793-1815?, Which was a stronger force in the period from 1800 to 1840: Nationalism or Sectionalism? and more.
Our APUSH unit 3 practice test includes 21 multiple choice questions. This period is marked by the struggle for independence and the birth of a new nation. The challenges of drafting foundational documents, and the debates that shaped them, such as those regarding federalism and individual rights, are central themes. Question 1.
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 ...
Prep for the AP exam with questions that mimic the test! Play exam simulation. APUSH Unit 3 Study Guides. Unit 3 - Conflict & American Independence, 1754-1800 Unit 3 Practice Quiz. Unit 3 Overview: Conflict & American Independence (1754-1800)
Question 3 — Long Essay Overview Long Essay Question 3 allowed students to evaluate the extent to which the Mexican-American War marked a turning point in the debate over slavery in the U.S., analyzing what changed and what stayed the same from the period before the war to the period after. The question assessed the historical thinking skill
Use these essential questions to guide your review of this entire unit. Keep in mind, these are not meant to be practice essay questions. Each question was written to help you summarize the key concept. 🎥 Live Stream Replay - Historical Thinking Skills in Period 3. 🎥 Live Stream Replay - Period 3 SAQ Practice. Past Essay Questions ...
Unit test. Level up on all the skills in this unit and collect up to 1,100 Mastery points! Explore the dramatic events that separated the United States from Britain and the trials of the young republic and its citizens, and see how the American Revolution influenced movements in other parts of the world. Learn about the ideas and processes that ...
AP. UNITED STATES HISTORY 2015 SCORING COMMENTARY. Short Answer Question 3. Overview. Short Answer Question 3 allowed students to compare two excerpts written by John Adams and Benjamin Rush, prominent figures from chronological Period 3 (1754 to 1800). The question assessed the historical thinking skill of interpretation.
Three-Fifths Compromise. Agreement that each slave counted as three-fifths of a person in determining representation in the House for representation and taxation purposes (negated by the 13th amendment) Electoral College. A group of people named by each state legislature to select the president and vice president.
The AP U.S. History Exam will test your understanding of the historical concepts covered in the course units, as well as your ability to analyze primary and secondary sources and identify patterns and connections that can support a historical interpretation. Exam Duration. 3hrs 15mins.
After you finish, you can see how you did with the Unit 3 DBQ (Economic Issues) Answers. ⏱ The AP US History exam has a mixture of free-response questions and allotted times. For these types of questions, there will be 1 DBQ, and you will be given 60 minutes to complete it. It is suggested that you spend 15 minutes to read the documents and ...
AP U.S. HISTORY EXAM SAMPLE QUESTIONS . Long Essay Question: Period 3 Suggested writing time: 40 minutes . Directions: In your response you should do the following: Å . Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Å . Describe a broader historical context relevant to the prompt. Å
But from the 1920s to the 1940s, there's not a gigantic revolution, an American Democracy, capitalism, or social structure. Things continue the way that they were and that's why the New Deal is essentially conservative. Okay, well I hope this example helped you with a Long Essay portion of the AP U.S. History exam and good luck. Up next: video ...
Step 2: Plan Your Response. Next, take time to plan your response. Check your plan against the long essay question requirements. See the sample plan that a high-scoring writer might make; scoring requirements are written in bold for reference. Step 3: Action! Write Your Response & Step 4: Proofread.
Our expert authors also provide an exemplary response for each AP free response question so students can better understand what AP graders look for. ... Long Essay Questions. 2 questions. Spanish and Native American Relationships in Pre-Columbian Life. ... Unit 3: Learning Objective F, WOR; 5 more... New Democratic and Republican Ideals.
Unit 3 AP GOVERNMENT ESSAY QUESTIONS. Name the qualifications for both congressmen and senators. Include the similarities and differences between the 2 different positions. Congressmen and senators are different because The senate's members are chosen from an entire state, and House members are chosen from local districts.