Chapter 1

How to Approach Multiple-Choice Questions

THE BASICS

The multiple-choice part of the test will consist of sets of two to five questions, which are tied to primary sources, secondary sources, or historical issues. The directions will be pretty simple. They will read something similar to the following:

Directions: Each of the questions or incomplete statements below is followed by four suggested answers or completions. Select the one that is best in each case and then fill in the corresponding space on the answer sheet.

In short, you are being asked to evaluate a provided document or source and answer a series of questions. Once you select an answer, you will fill in the appropriate bubble on a separate answer sheet. You will not be given credit for answers you record in your test booklet (e.g., by circling them) but not on your answer sheet. Part A of Section I consists of 55 questions, which are expected to take you approximately 55 minutes to complete. Time management will be a key part of this section, as you are also expected to complete four short-answer questions (in Part B) in the 105 minutes allotted for the entire section.

TYPES OF SOURCES

Unlike several of the other AP Exams, the multiple-choice questions on this test appear in sets associated with a primary source, secondary source, or historical issue. Primary sources are original materials, which provide a firsthand account or perspective. Many of the primary sources that you are likely to see on the exam will include direct excerpts from famous works, legislation, or speeches. Secondary sources are pieces of information, which relate to or are discussed in reference to information presented elsewhere (not firsthand information). Examples of secondary sources include historical perspectives on events, historical criticisms, artworks or cartoons, books or perspectives on historical events, or retrospective analyses. Additional sources used on the exam may include charts or graphs, which depict key historical relationships.

Here is an example of a primary source as it may appear on the AP Exam.

Questions 9 - 11 refer to the following excerpts.

“Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort?

In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility—I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it—and the glow from that fire can truly light the world.

And so, my fellow Americans: ask not what your country can do for you—ask what you can do for your country.

My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man.”

John F. Kennedy, Inaugural Address, 1961

The speech by President Kennedy, excerpted above, outlines the American dream and the American vision. On the exam, you will be given primary sources that address key events or issues in U.S. history and be given questions that will evaluate these sources from the perspective of the thematic learning objectives described in Part III of this book. Throughout this section, we have provided additional examples, which represent the diversity of different sources you may see on the exam. We will now discuss how to tackle the questions stemming from these sources.

TYPES OF QUESTIONS

The questions in the multiple-choice section will center on one or more key themes addressed by the source document provided for each set of questions. The majority of the questions will be pretty straightforward once the context of the source is understood. For instance, an example question stemming from the Kennedy excerpt may appear as follows:

10. The excerpt provided discusses global turbulence and the desire for freedom of mankind in reference to which of the following events?

(A) Civil Rights Movement

(B) Women’s Suffrage Movement

(C) The Cold War

(D) The Great Depression

However, the College Board often makes the questions a little trickier. One way it does this is by phrasing a question so that three answers are correct and one is incorrect. We call these questions “NOT/EXCEPT” questions because they usually contain one of those words (in capital letters, so they’re harder to miss). A simple way to handle these types of problems is by treating them as “true” or “false.” The answer choice that is false is correct. Here is an example of another primary source and an EXCEPT-type question:

Questions 6 - 10 refer to the following excerpts.

“Two months ago we were facing serious problems. The country was dying by inches. It was dying because trade and commerce had declined to dangerously low levels; prices for basic commodities were such as to destroy the value of the assets of national institutions such as banks, savings banks, insurance companies, and others. These institutions, because of their great needs, were foreclosing mortgages, calling loans, refusing credit. Thus there was actually in process of destruction the property of millions of people who had borrowed money on that property in terms of dollars which had had an entirely different value from the level of March, 1933. That situation in that crisis did not call for any complicated consideration of economic panaceas or fancy plans. We were faced by a condition and not a theory….It is easy to see that the result of this course would have not only economic effects of a very serious nature but social results that might bring incalculable harm….It involved not only a further loss of homes, farms, savings and wages but also a loss of spiritual values—the loss of that sense of security for the present and the future so necessary to the peace and contentment of the individual and of his family. When you destroy these things you will find it difficult to establish confidence of any sort in the future. It was clear that mere appeals from Washington for confidence and the mere lending of more money to shaky institutions could not stop this downward course. A prompt program applied as quickly as possible seemed to me not only justified but imperative to our national security.”

Franklin Delano Roosevelt, Fireside Chat, 1933

6. The New Deal included programs for achieving all of the following goals EXCEPT

(A) developing an interstate highway system

(B) stabilizing agricultural prices

(C) insuring bank deposits

(D) providing employment for the unemployed

A few times during the multiple-choice section, you will be asked to interpret an illustration source, often a map or a political cartoon. These are usually pretty easy. The key is not to try to read too much between the lines. To save time, read the question first, and then go to the illustration, map, or political cartoon. This way you know what you are looking for!

Here is an example of a political cartoon source and associated question.

Questions 29 - 30 refer to the illustration below.

Hanna to McKinley: That Man Clay was an Ass. It’s Better to be President than to be Right!

29. The political cartoon above implies that

(A) McKinley was the first president to favor big business interests openly

(B) by the 1890s, Henry Clay’s political approach had lost favor with the electorate

(C) McKinley’s presidential campaign was masterminded by Marcus Hanna

(D) Marcus Hanna single-handedly controlled all three branches of the federal government

Finally, there will be a few questions on your test asking you to interpret a graph or chart source. Again, these are usually very straightforward, unless they are “EXCEPT” or “NOT” questions. Those tend to be time-consuming, and even strong students should probably do those at the end, if time permits. When you answer one of these chart or graph questions, realize that more than one answer might be valid, but only one will be supported by the information in the chart or graph.

An example of a chart source and question is shown below.

Questions 41 - 45 refer to the table below.

43. Which of the following conclusions can be drawn from the information presented in the chart above?

(A) Eisenhower was the most consistently popular president in the nation’s history.

(B) Kennedy received greater congressional support for his program than did any other president during the period in question.

(C) Nixon’s approval rating was the result of the Watergate scandal.

(D) The difference between Johnson’s highest and lowest approval ratings was the greatest for any president during the period in question.

Answers to these and other sample questions appear at the end of this chapter.

No Military History and No Trivial Pursuit

Here’s some good news: The AP U.S. History Exam doesn’t ask about the details of military history, such as the military strategy or exact death toll of a specific battle. You will never see a question on the AP Exam like the one below:

XX. Union general Ulysses S. Grant was intent on capturing Vicksburg, Mississippi, because

(A) Vicksburg was the munitions capital of the Confederacy

(B) whoever controlled the city could control transportation along the Mississippi River

(C) Grant hoped to use the city as a supply depot for Union troops stationed throughout the South

(D) the city was poorly defended, and the Union desperately needed a victory for morale purposes

Although Grant’s siege of Vicksburg in 1863 marked an important moment in the Civil War, you won’t be asked about it on the test. The AP U.S. History Exam does not ask about important battles, military strategy, or advances in weapons technology. When it asks about war, the questions concern the political, diplomatic, or social implications of a war or battle, rather than the details of warfare. For example, you might have a question about the significance of the battle of Saratoga in the Revolutionary War. (It helped lead to the French providing direct aid to the colonists.) The correct answer, to the question above, by the way, is (B).

Also, AP U.S. History questions never test rote memorization only. While you have to know your facts to do well on this test, the questions always ask for information in the context of larger historical trends. Therefore, you will never see a question like this one:

YY. The treaty that ended the War of 1812 was called the

(A) Treaty of Versailles

(B) War of 1812 Treaty

(C) Jay Treaty

(D) Treaty of Ghent

The Big Picture

One of the most important characteristics of the AP U.S. History multiple-choice section is that the questions and answers are designed to illustrate basic principles of American history. These principles are evaluated through the seven thematic learning objectives described in Part III. Multiple-choice questions will NOT ask about exceptions to historical trends; the test ignores these because the test writers are trying to find out whether you have mastered the important generalizations that can be drawn from history. They do not want to know whether you have memorized your textbook (they already know that you haven’t). Talk of historical exceptions is welcome in the essay section, though. Students who discuss exceptions in their essays often impress the readers. More on that later.

Overall, you should always keep the big picture in mind as you take this exam. As you approach questions, use the sources provided to help you focus on the key points or themes that are being questioned. Even if you cannot remember the specific event or concept being tested, you should be able to answer the question by remembering the general social and political trends of the era and using the information that may be ascertained from the source.

Let’s look at a couple of illustrative examples.

Questions 52 - 54 refer to the following excerpts.

“…the aims and purposes of the Administration with respect to the work of the Commission can be carried out most effectively with personnel of my own selection…”

President Franklin D. Roosevelt, letter to FTC
Commissioner William E. Humphrey, July 25, 1933

“You will, I know, realize that I do not feel that your mind and my mind go along together on either the policies or the administering of the Federal Trade Commission, and, frankly, I think it is best for the people of this country that I should have a full confidence.”

President Franklin D. Roosevelt, letter to FTC
Commissioner William E. Humphrey, August 31, 1933

“Effective as of this date, you are hereby removed from the office of Commissioner of the Federal Trade Commission.”

President Franklin D. Roosevelt, letter to FTC
Commissioner William E. Humphrey, October 7, 1933

53. During the Harding and Coolidge administrations, the Federal Trade Commission

(A) greatly increased the number of court cases it brought against unethical business

(B) controlled the rationing of food, rubber, and gasoline

(C) generally worked to assist businesses, rather than regulate them

(D) saw its regulatory powers expanded

Here’s How to Crack It

At first glance, this question appears to require you to remember the history of the Federal Trade Commission. It’s not that tricky, though. To answer this question correctly, you really only need to remember the big picture. What was the attitude of the Harding and Coolidge administrations toward business? How did this view differ from that of FDR? FDR was president in the midst of the Great Depression and sought to overturn the poor business practices of the 1920s, which had sunk the nation into economic turmoil. The quotes above describe Roosevelt’s feeling that he selects the FTC personnel. This suggests that Humphrey was a holdover from the previous administrations. Harding and Coolidge were presidents after both the Progressive Era and World War I ended; the country grew more conservative during their administrations, and both pursued policies favorable to business. Because pro-business governments weaken regulations, you should have been able to eliminate (A) and (D). Now let’s look at the remaining answer choices. Was there rationing during the 1920s? No, rationing occurred during World War II, in the early 1940s. Eliminate (B). The correct answer is (C), which illustrates a “big picture” principle; the 1920s were a pro-business era.

Questions 17 - 18 refer to the following excerpts.

“[This legislative body declares] that it views the power of the Federal Government as resulting from the compact to which states are parties, as limited by plain sense and intention of the instrument constituting the compact…and that, in case of a deliberate, palpable, and dangerous exercise of other powers, not granted by the said compact, the states…have the right, and are duty bound, to interpose, for arresting the progress of the evil, and for maintaining…the authorities, rights, and liberties, pertaining to them.”

17. The quotation above appears in which of the following?

(A) The Wealth of Nations

(B) Common Sense

(C) Virginia Resolutions of 1798

(D) The Liberator

Here’s How to Crack It

The first thing you may notice is that this question is pretty difficult; the quotation is one long sentence filled with archaic language and syntax. However, if you key in on the big picture, this question isn’t all that hard, provided you’ve prepared for the exam. The central concept of the quotation is that the states have the right to try to stop the federal government when it tries to exercise too much power (particularly when it exceeds the constitutional limitations on it). Sound familiar? It’s the doctrine of nullification. If you remembered that the source of the doctrine of nullification was the Virginia and Kentucky Resolutions, you would already be on your way to the next question. If not, look at the other answer choices. The Wealth of Nations is a treatise on capitalism; Common Sense was written before there even were states, let alone state assemblies; and The Liberator was an abolitionist newspaper. Looking at the big picture, you should realize that only the Virginia Resolutions and The Liberator could conceivably be right. If you don’t know, guess. A fifty-fifty shot is pretty good on question 17. (Only about 30 percent of students taking the test will get this question right.)

PROCESS OF ELIMINATION (POE)

If it seems that we are focusing more on eliminating incorrect answers than on finding the correct answers, it is because that is the most efficient way to take a multiple-choice exam. Use process of elimination (POE) to whittle down the answer choices to one on all but the easiest questions (on easy questions, the correct answer will be obvious), because incorrect answers are much easier to identify than correct ones. When you look for the correct answer among the answer choices, you have a tendency to try to justify how each answer might be correct. You’ll adopt a forgiving attitude in a situation in which tough assertiveness is rewarded. Eliminate incorrect answers. Terminate them with extreme prejudice. Remember that half wrong is all wrong, and mark up the test as you do this. You are probably used to teachers telling you not to write on the test. This test, however, is yours to mark up, and that will make it easier for you to decide what to guess. If you have done your job well, only the correct answer will be left standing at the end.

Common Sense Can Help

Sometimes an answer on the multiple-choice section contradicts common sense. Eliminate those answers. Common sense works on the AP U.S. History Exam. Evaluate the question below, which stems from a source on early farming. Which of the answer choices to the question below don’t make common sense?

19. Which of the following best explains the most important effect tobacco cultivation had on the development of the Chesapeake Bay settlements during the seventeenth century?

(A) Because tobacco cultivation requires large tracts of fertile land, it led to the rapid expansion of settled areas in the region.

(B) The immediate commercial success of tobacco forced the settler to defend against attacks by Spanish and French settlers, who wanted to take control of the tobacco trade.

(C) Tobacco provided the settlers a lucrative crop to trade with nearby Native American tribes.

(D) British customs houses established in the region to regulate tobacco trade led to widespread resentment of the British by the colonists.

Here’s How to Crack It

Common sense should allow you to eliminate (C) immediately. Nearby Native American tribes lived on farmland similar to that held by the Chesapeake Bay settlers; why would they trade for something they could have easily grown themselves? Now let’s consider the other answer choices. Did the Spanish or the French attack the Maryland/Virginia region during the seventeenth century? It would have been a pretty big deal if they had, right? You would remember if there had been a war for the control of Virginia in the 1600s, wouldn’t you? You don’t remember it because it didn’t happen; eliminate (B). Choice (D) is anachronistic. The period of colonial resentment toward England was still one hundred years away during the seventeenth century. The correct answer is (A).

Context Clues

Some questions contain context clues or vocabulary words that will either lead you to the correct answer or at least help you eliminate an incorrect answer. Look at the passage and question below.

Questions 36 - 39 refer to the following excerpts.

“It has been enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That if, during the present or any future insurrection against the Government of the United States, after the President of the United States shall have declared, by proclamation, that the laws of the United States are opposed, and the execution thereof obstructed, by combinations too powerful to be suppressed by the ordinary course of judicial proceedings, or by the power vested in the marshals by law, any person or persons, his, her, or their agent, attorney, or employee, shall purchase or acquire, sell or give, any property of whatsoever kind or description, with intent to use or employ the same, or suffer the same to be used or employed, in aiding, abetting, or promoting such insurrection or resistance to the laws, or any person or persons engaged therein; or if any person or persons, being the owner or owners of any such property, shall knowingly use or employ, or consent to the use or employment of the same as aforesaid, all such property is hereby declared to be lawful subject of prize and capture wherever found; and it shall be the duty of the President of the United States to cause the same to be seized, confiscated, and condemned.”

Section 1, The Confiscation Act of 1861

37. The Confiscation Act of 1861 authorized the Union to

(A) divert commercial production in the North toward the war effort

(B) negotiate a settlement to the Civil War with ambassadors from the Confederacy

(C) liberate those slaves used by the Confederacy “for insurrectionary purposes”

(D) stop merchant ships headed for Europe and seize their cargo

Here’s How to Crack It

If you don’t remember the exact purpose of the Confiscation Act of 1861, the word confiscation might give you enough of a context clue to answer this question correctly anyway. Which answer choices have nothing to do with confiscation? Clearly, (B). The dictionary definition of confiscation is “the seizure of private property.” Choice (A) seems pretty unlikely too. It indicates that the government used industry for the war effort, not that it confiscated the factories. Choice (D) looks good, except when you ask yourself: For what purpose would the Union be stopping ships headed away from the Confederacy? This answer would much more likely be correct if it discussed the confiscation of property headed for the Confederacy. The correct answer, (C), is a little tricky because we don’t normally think of human beings as private property. Slaves, however, were exactly that: the private property of slave holders. In order to liberate them, the Union had to “confiscate” them.

Finally, here are the answers to the questions that appear in this chapter.

10: (C); 6: (A); 29: (C); 43: (D); 53: (C); 17: (C); 19: (A); 37: (C).

Summary

The multiple-choice section consists of sets of two to five questions, which are tied to primary sources, secondary sources, or historical issues.

Familiarize yourself with the different types of questions that will appear on the multiple-choice section. Be aware that you will see many questions about political and social history, some questions about international relations, and relatively few about economic and cultural trends. Tailor your studies accordingly.

Look for “big picture” answers. Correct answers on the multiple-choice section confirm important trends in American history. This section will not ask you about weird exceptions that contradict those trends. It also will not ask you about military history featured on the History Channel. You will not be required to perform miraculous feats of memorization; however, you must be thoroughly familiar with all the basics of American history. (And there are a lot of them! See our history review later in the book.)

Use process of elimination (POE) on all but the easiest questions. Once you have worked on a question, eliminated some answers (by scratching them out in your packet of questions), and convinced yourself that you cannot eliminate any other incorrect answers, you should guess and move on to the next question.

Use common sense. Look for context clues.