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AP US History Practice Exam — Free

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AP US History spans from pre-Columbian societies to the present, emphasizing historical thinking skills: causation, continuity and change over time, contextualization, and argumentation. The exam's Document-Based Question (DBQ) and Long Essay Question reward students who can construct well-sourced historical arguments. Practice exams build the analytical habits the exam rewards.

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Unlike generic question banks, every Crameleon exam reflects the specific framing, terminology, and difficulty level of your course. You'll practise answering questions that look and feel like the real thing — which is exactly what the research on retrieval practice says you should be doing. Students who test themselves with practice exams consistently outperform students who re-read notes, regardless of study time. The generation takes under 2 minutes and your first exam is completely free.

Topics typically tested

  • Colonial America & the road to revolution
  • The Early Republic & Jacksonian democracy
  • Civil War, Reconstruction & Gilded Age
  • Progressivism & the World Wars
  • Cold War, civil rights & the 1960s–70s
  • Document analysis & historical argumentation

Sample AP US History exam questions

Three original questions in the style of a real AP US History exam, each with a worked solution. Your own practice exam can be built from your course's notes and syllabus.

Question 1Multiple choiceColonial America & the road to revolution

In October 1765, delegates from nine colonies met in New York City as the Stamp Act Congress. Their declaration professed loyalty to the Crown and “all due subordination” to Parliament, yet insisted that the colonists could be taxed only by their own elected assemblies, because they were not, and could not practically be, represented in Parliament. The declaration did not deny Parliament's long-standing authority to regulate colonial trade. Which of the following best explains the position the delegates took?

  1. A.

    They sought independence from Britain but hoped to avoid war by proceeding gradually.

  2. B.

    They distinguished between Parliament's authority to regulate the empire's trade, which they accepted, and its authority to levy taxes for revenue on colonists who had no representatives there, which they denied.

  3. C.

    They accepted the British doctrine of virtual representation but objected to the stamp duty as excessively high.

  4. D.

    They rejected all parliamentary authority over the colonies, including the Navigation Acts, in favour of a federation governed by the colonial assemblies.

Worked solution
Answer:B

The question asks you to read the delegates' position in its 1765 context rather than through the lens of 1776.

The Stamp Act (1765) was the first direct, internal tax Parliament had levied on the colonies for the stated purpose of raising revenue; earlier measures such as the Navigation Acts, and even the Sugar Act of 1764, took the form of duties on trade. Colonial leaders responded by drawing a line: Parliament could legitimately regulate imperial commerce, but taxation was a gift of the people through their representatives, and the colonists elected no one to Parliament. The Stamp Act Congress's declaration made exactly this argument, which is why it could profess loyalty and “due subordination” while denying Parliament's right to tax. Option B captures this distinction, which John Dickinson later developed at length in his Letters from a Farmer in Pennsylvania (1767–68).

Option C is the most tempting wrong answer because “virtual representation” is the correct name for Britain's counter-argument (that every member of Parliament represented the whole empire). But the colonists rejected that doctrine; they did not accept it and quibble over the rate. Option A is anachronistic: almost no colonial leader called for independence in 1765, and the declaration's language of loyalty rules it out. Option D overstates the claim; wholesale rejection of parliamentary authority came only in 1774–76.

Answer: B — the delegates accepted parliamentary regulation of trade but denied Parliament's right to tax unrepresented colonists.

Question 2Short answerThe Early Republic & Jacksonian democracy

In July 1832, President Andrew Jackson vetoed a bill to recharter the Second Bank of the United States four years before its existing charter was due to expire. Briefly explain (a) two objections Jackson raised against the Bank in his veto message, and (b) what Jackson did with the federal government's deposits in 1833 and where they went.

Worked solution
Answer:

(a) He called the Bank unconstitutional (refusing to treat McCulloch v. Maryland as binding on the executive) and a privileged monopoly that enriched wealthy and foreign stockholders at ordinary citizens' expense. (b) In 1833 he had the federal deposits withdrawn from the Bank, through Treasury Secretary Roger B. Taney, and placed in selected state-chartered banks nicknamed “pet banks”.

Context. The Second Bank of the United States, chartered in 1816 for twenty years, held the federal government's deposits and, under its president Nicholas Biddle, disciplined state banks by presenting their notes for redemption. Henry Clay and Biddle pushed an early recharter through Congress in 1832, expecting that a veto would hurt Jackson in that year's election. Jackson vetoed the bill on July 10, 1832, and the veto message became a campaign document.

(a) Jackson's objections. First, he declared the Bank unconstitutional. The Supreme Court had upheld the Bank in McCulloch v. Maryland (1819), but Jackson argued that each branch of government must judge constitutionality for itself and that the Court's opinion did not bind the president. Second, he attacked the Bank as a monopoly of special privilege: a private corporation with exclusive federal benefits, whose profits flowed to a small group of wealthy stockholders, many of them foreign, while ordinary farmers, mechanics and labourers received nothing. In his words, government was being used to make “the rich richer and the potent more powerful”. He also stressed the danger of so much financial power sitting outside democratic control.

(b) Removal of the deposits. Having won re-election, Jackson decided in 1833 to drain the Bank before its charter ran out. Treasury Secretary Louis McLane would not remove the deposits and was moved to the State Department; his successor, William Duane, also refused and was dismissed. Jackson then appointed Roger B. Taney, who stopped depositing federal revenue in the Bank and placed it instead in state-chartered banks chosen by the administration, which critics nicknamed “pet banks”. The Senate censured Jackson in 1834 for exceeding his authority (the censure was expunged in 1837), and the Bank's federal charter lapsed in 1836.

Answer: (a) unconstitutional, and a privileged monopoly that enriched wealthy and foreign stockholders at the public's expense; (b) in 1833 he had the federal deposits removed and placed in state “pet banks”, through Treasury Secretary Roger B. Taney.

Question 3Worked problemDocument analysis & historical argumentation

Read the excerpt, then answer all three parts in complete sentences.

“All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.”

— Fourteenth Amendment to the United States Constitution, Section 1, ratified 1868

(a) Identify one specific historical development of 1865–66 that led Congress to propose this amendment, and explain the connection.

(b) Explain how the amendment's purpose differed from that of the Thirteenth Amendment (1865).

(c) Using one specific piece of evidence from 1873–96, explain how the amendment's promise of equal protection was narrowed in practice by the end of the nineteenth century.

Worked solution
Answer:

(a) The Black Codes passed by Southern state legislatures in 1865–66, and the need to secure the Civil Rights Act of 1866 against repeal or judicial reversal, led Republicans to write citizenship and equal protection into the Constitution. (b) The Thirteenth Amendment abolished slavery; the Fourteenth defined citizenship and restrained state governments from denying rights to citizens. (c) For example, the Civil Rights Cases (1883) limited the amendment to state action, leaving private discrimination untouched, and Plessy v. Ferguson (1896) upheld state-mandated segregation as “separate but equal”.

(a) Historical situation. In 1865–66, Southern legislatures restored under President Johnson's lenient Reconstruction plan passed Black Codes restricting freedpeople's movement, labour contracts, property rights and access to the courts. Congressional Republicans answered with the Civil Rights Act of 1866, declaring the freedpeople citizens with equal rights under law; Johnson vetoed it and Congress overrode him. Because a future Congress could repeal a statute and courts might strike it down, Republicans wrote its core into the Constitution. The amendment's opening sentence (birthright citizenship) and its command that “no State shall” deny equal protection target exactly such state laws.

(b) Contrast with the Thirteenth Amendment. The Thirteenth Amendment (ratified December 1865) abolished slavery and involuntary servitude. It ended the legal status of bondage but said nothing about what rights the formerly enslaved held. The Fourteenth Amendment answered that question: it defined national citizenship, overturning the Dred Scott ruling (1857) that African Americans could not be citizens, and it limited state power over citizens' rights.

(c) How the promise narrowed. The Supreme Court read the amendment narrowly. In the Slaughter-House Cases (1873) it confined the privileges-or-immunities clause to a short list of national rights. In the Civil Rights Cases (1883) it struck down the Civil Rights Act of 1875, holding that the amendment restricts only state action, so Congress could not reach discrimination by private businesses. Then Plessy v. Ferguson (1896) upheld a Louisiana law requiring segregated railway cars under the “separate but equal” doctrine. With federal enforcement gone after the Compromise of 1877, these rulings left the equal-protection clause largely unenforced for African Americans until the mid-twentieth century.

Answer: (a) the Black Codes of 1865–66 and the need to secure the Civil Rights Act of 1866; (b) the Thirteenth abolished slavery, the Fourteenth defined citizenship and restrained the states; (c) the Civil Rights Cases (1883) limited the amendment to state action and Plessy v. Ferguson (1896) permitted “separate but equal”.

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