AP US History Practice Test: Period 6 (1865

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Question 1

Questions 1–2 refer to the following excerpt:

“On one side, an ill-advised queen, seeking by intrigue and by unwise, if not disreputable, alliances to save her nationality, but supported by the passionate instincts of nearly the whole Hawaiian people; and on the other side a foreign population, who had in many cases assumed the duties of citizenship without realizing the extent of its responsibilities, and who proclaimed that the commercial interests of the foreign-born must outweigh the national interests of the Hawaiian-born citizen.”

—Theophilus Harris Davies, The Hawaiian Situation, 1893

Why did the United States annex Hawaii?

A	Queen Liliuokalani was an evil and immoral leader.
B	The Hawaiians renounced their citizenship and asked to be annexed.
C	In order to protect the economic interests of sugar planters.
D	In order to avenge a sneak-attack by the Japanese navy.

Question 1 Explanation:

The correct answer is (C). American businessmen achieved a foothold in Hawaii during the 19th century and tried to block other foreign influences. When Queen Liliuokalani tried to curb American influence, sugar planters launched an authorized military coup in order to protect their economic interests.

Question 2

What connection, if any, did Social Darwinism have to American imperialism?

A	Social Darwinism supported American imperialism by arguing some people were naturally inferior to others.
B	Social Darwinism supported American imperialism by claiming Darwin’s explorations had officially annexed territories.
C	Social Darwinism was used to oppose American imperialism by arguing for greater social evolution at home.
D	None — Social Darwinism only addressed evolutionary changes in birds of the Galapagos Islands.

Question 2 Explanation:

The correct answer is (A). Social Darwinism argued that “survival of the fittest” applied to humans as well as animals. As a result, strong nations would grow and gain imperial control over weaker nations.

Question 3

Questions 3–4 refer to the following excerpt:

“The urban workmen are denied the right to organize for self-protection, imported pauperized labor beats down their wages, a hireling standing army, unrecognized by our laws, is established to shoot them down, and they are rapidly degenerating into European conditions. The fruits of the toil of millions are badly stolen to build up colossal fortunes for a few, unprecedented in the history of mankind; and the possessors of these, in turn, despise the Republic and endanger liberty. From the same prolific womb of governmental injustice we breed the two great classes — tramps and millionaires.”

—Populist Party’s platform, 1892

What position did the Populist Party take on laissez-faire economics?

A	They supported laissez-faire economics because it promoted competition.
B	They supported laissez-faire economics because it reinforced the gold standard.
C	They opposed laissez-faire economics because it rejected government regulation.
D	They opposed laissez-faire economics because it was anti-republican.

Question 3 Explanation:

The correct answer is (C). The Populist Party supported more government regulation of the economy, including owning railroads and communications systems. Laissez-faire economics opposed government regulation and was antithetical to the Populist Party. They felt it created too much inequality.

Question 4

What was the most common method workers used to confront business owners and managers during the late 19th century?

A	They formed labor unions and called for strikes.
B	They primarily conducted assassinations and organized armed rebellions.
C	They frequently bribed public officials and committed election fraud.
D	They repeatedly occupied government offices and created communist enclaves.

Question 4 Explanation:

The correct answer is (A). Labor unions began to grow in strength after the Civil War as workers became increasingly aware of their class identity. Unions often organized strikes which led to armed conflict with private detectives, police, and soldiers. Examples include: the Great Railway Strike of 1877, the Homestead Strike of 1892, and Pullman Strike of 1894.

Question 5

Questions 5–6 refer to the following excerpt:

“It is not difficult to see that although America is pledged to the democratic ideal, the view of democracy has been partial, and that its best achievement thus far has been pushed along the line of the franchise. Democracy has made little attempt to assert itself in social affairs…We hasten to give the franchise to the immigrant from a sense of justice, from a tradition that he ought to have it, while we dub him with epithets deriding his past life or present occupation, and feel no duty to invite him to our houses.”

—Jane Addams, The Subjective Necessity for Social Settlement, 1892

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?

A	Most immigrants continued to practice Catholicism or Judaism.
B	Many immigrants continued to speak a different language.
C	Immigrants unanimously supported temperance laws.
D	Many immigrants preferred their traditional cuisine and other customs.

Question 5 Explanation:

The correct answer is (C). Immigrants often followed previous arrivals and settled in the same area — a process called chain migration. They could continue practicing their traditional cultural, which frustrated many Americans including Jane Addams. She hoped settlement homes would help immigrants adapt to the American way of life.

Question 6

Was the relationship between immigrants and political machines in the late 19th century cooperative or oppositional?

A	Political machines helped immigrants learn English and become citizens.
B	Political machines provided favors to immigrants in exchange for votes.
C	Political machines worked to restrict immigration and block naturalization.
D	Political machines organized violent protests against immigrants.

Question 6 Explanation:

The correct answer is (B). Political machines helped recent immigrants find jobs or provided other services. In exchange, immigrants voted for the machine’s candidates and were complicit in election fraud. A key example is Irish support for the Tammany Hall machine in New York under boss Tweed during the late 19th century.

Question 7

Questions 7–8 refer to the following excerpt:

“Sec. 1. Be it ordained by the police jury of the parish of St. Landry, That no negro shall be allowed to pass within the limits of said parish without special permit in writing from his employer. Whoever shall violate this provision shall pay a fine of two dollars and fifty cents, or in default thereof shall be forced to work four days on the public road, or suffer corporeal punishment as provided hereinafter. . . Sec. 4. . . . Every negro is required to be in the regular service of some white person, or former owner, who shall be held responsible for the conduct of said negro.”

—Louisiana Black Codes, 1865

What impact did Reconstruction have on the legal rights of freedmen living in the post-bellum South?

A	Reconstruction had few benefits because federal laws were poorly enforced.
B	Reconstruction had some benefits because it forced lazy freedmen to work.
C	Reconstruction had many benefits because all slave owners were imprisoned.
D	Reconstruction had many benefits because it rebuilt former plantations so that freedmen had housing and jobs.

Question 7 Explanation:

The correct answer is (A). The Reconstruction Amendments gave blacks equal rights on paper but that meant little in the South during the late 19th century. State and local governments quickly passed laws that revoked these rights, and in 1877 the federal government eventually stopped trying to enforce compliance with the Reconstruction Amendments.

Question 8

How much economic opportunity did blacks have in the post-bellum South?

A	Blacks had the same economic opportunity as whites and many became rich cotton planters.
B	Blacks used their newfound political power to engage in rampant political corruption and massive embezzlement.
C	Blacks had few opportunities which led to a massive exodus of families who farmed the Great Plains.
D	Sharecropping meant blacks had were trapped in a cycle of economic dependency.

Question 8 Explanation:

The correct answer is (D). Sharecropping meant that black farmers became indebted to white landlords for crops and equipment. Few escaped this vicious cycle although a small number went west in search of more opportunity.

Question 9

Questions 9–10 refer to the following excerpt:

“...we got at Carlisle on Thursday and when we got here I did not like the place but since I have being here two or three days I have got used to the place and I like it very well but when we got I felt very home sick and be sure and send my bow and some spike arrows. And we go to church every Sunday. And I have a blue suit to where (sic) and there was one Shyenne (sic) boy shot himself with a pistol... the boys have a nice green lawn in which play Kicking a football."

—A letter from Harry Shirley, a member of the Caddo Indian tribe, who attended the Carlisle Indian Industrial School in 1882

What impact did the Indian boarding schools have on Native American culture?

A	They had no impact because very few students attended these institutions.
B	They accelerated the cultural assimilation process although not in a uniform fashion.
C	The schools helped strengthen and spread Native American culture by introducing many white students to Indian values.
D	The schools successfully eradicated all traces of Native American culture.

Question 9 Explanation:

The correct answer is (B). Institutions such as the Carlisle Indian Industrial School, forced Native American students to give up their traditional values and adopt white culture, including clothing and the English language. However, many students returned to their traditional way of life after leaving the schools.

Question 10

Which of the following statements most accurately describes the status of Native American tribes in the late 19th century?

A	There were no strongly organized tribes left, all of them were either consolidated or on reservations.
B	They were still strong political, military, and cultural forces that successfully resisted attempts to interfere with their affairs.
C	The US government treated tribes as sovereign units and allowed them to keep large amounts of land.
D	The US government no longer treated the tribes as sovereign units and forced them onto modest reservations.

Question 10 Explanation:

The correct answer is (D). The Indian Appropriations Act of 1871 said the tribes were no longer sovereign and Congress did not have to negotiate with them. The Dawes Act of 1887 provided families a mere 160 acres of land and opened up millions of acres for white settlement.

Question 11

Questions 11–12 refer to the following excerpt:

“Remember the Lady's Book is not a mere luxury; it is a necessity. There is no lady who takes the Book that does not save twice the price of it in a year in the matter of domestic economy. Its receipts, its patterns, its needle-work, its instructions in housekeeping are invaluable to the housekeeper."

—Godey’s Lady’s Book

How does this excerpt relate to the 19th century concepts of domesticity and separate spheres?

A	It shows how women could overcome these limitations by participating fully in the world of business.
B	It shows how weak the concepts were because Godey’s Lady’s Book quickly went out of business.
C	It shows how widespread the concepts were and urged women to conform.
D	It shows how women were ignorant of these concepts and needed instructions on how to care for themselves.

Question 11 Explanation:

The correct answer is (C). Godey’s Lady’s Book was published for almost 50 years and was an influential source for fashion. It also reinforced the contemporary attitudes towards domesticity and urged women to master the private sphere.

Question 12

What factors contributed to the growth of the middle class during the late 19th century?

A	The expansion of educational opportunities and increasing professional employment.
B	A period of sustained economic growth led to a better standard of living for all.
C	The manufacture of cheap and durable home appliances, such as vacuums and refrigerators, let most people attain a middle class lifestyle.
D	The generosity of wealthy individuals who paid high wages to their workers.

Question 12 Explanation:

The correct answer is (A). Access to education increased and literacy became widespread after the Civil War. In addition, new professional and white collar careers, such as clerks and managers, expanded. This led to a larger middle class and one of the hallmarks of membership in this group was the ability to participate in leisure activities. However, the boom and bust economic cycle also characterized the Gilded Age: the Panics of 1873 and 1893 are key examples of this.

Question 13

Questions 13–16 refer to the following excerpt:

"Every contract, combination in the form of trust or otherwise, or conspiracy, in restraint of trade or commerce among the several States, or with foreign nations, is declared to be illegal. Every person who shall monopolize, or attempt to monopolize, or combine or conspire with any other person or persons, to monopolize any part of the trade or commerce among the several States, or with foreign nations, shall be deemed guilty of a felony."

—"The Sherman Antitrust Act," 1890

What was the primary objective of the Sherman Antitrust Act?

A	To promote the formation of business monopolies.
B	To prevent anticompetitive practices and protect trade and commerce from monopolistic behavior.
C	To establish a federal agency to oversee business mergers.
D	To encourage foreign nations to invest in American industries.

Question 13 Explanation:

The correct answer is (B). The Sherman Antitrust Act aimed to prevent anticompetitive practices by making it illegal to restrain trade or commerce and to monopolize or attempt to monopolize trade. This legislation was a response to the rise of powerful monopolies and trusts that dominated major industries.

Question 14

How did the Sherman Antitrust Act reflect the government's response to the rise of big business during the late 19th century?

A	It showed the government's full support for unrestricted capitalism.
B	It indicated a growing concern about the unchecked power of monopolies and their impact on competition.
C	It demonstrated the government's indifference to business practices.
D	It revealed the government's preference for foreign businesses over domestic ones.

Question 14 Explanation:

The correct answer is (B). The Sherman Antitrust Act reflected the government's growing concern about the unchecked power of large monopolies and their potential to stifle competition. The act was an acknowledgment that some form of regulation was necessary to ensure fair competition in the marketplace.

Question 15

Which of the following groups would most likely support the enforcement of the Sherman Antitrust Act?

A	Owners of major industrial trusts.
B	Small business owners facing competition from larger monopolistic firms.
C	Foreign investors looking to establish monopolies in the U.S.
D	Industrial workers seeking to form labor unions.

Question 15 Explanation:

The correct answer is (B). Small business owners, who often struggled to compete with larger monopolistic firms, would likely support the enforcement of the Sherman Antitrust Act. The act aimed to level the playing field by preventing anticompetitive practices that favored big businesses.

Question 16

The Sherman Antitrust Act can best be described as a:

A	Legislative attempt to regulate and control monopolistic business practices.
B	Blueprint for the establishment of large industrial trusts.
C	Framework for promoting foreign trade and investment.
D	Guideline for workers seeking to establish labor unions.

Question 16 Explanation:

The correct answer is (A). The Sherman Antitrust Act is best described as a legislative attempt to regulate and control monopolistic business practices. It was one of the first federal efforts to address the issue of business monopolies and ensure fair competition in the marketplace.

Question 17

Questions 17–20 refer to the following excerpt:

"This, then, is held to be the duty of the man of Wealth: First, to set an example of modest, unostentatious living, shunning display or extravagance; and, second, to provide moderately for the legitimate wants of those dependent upon him; and, after doing so, to consider all surplus revenues which come to him simply as trust funds, which he is called upon to administer, and strictly bound as a matter of duty to administer in the manner which, in his judgment, is best calculated to produce the most beneficial results for the community—the man of wealth thus becoming the mere trustee and agent for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves."

—Andrew Carnegie, "The Gospel of Wealth," 1889

According to Andrew Carnegie in "The Gospel of Wealth," what is the primary responsibility of a wealthy individual?

A	To accumulate as much wealth as possible for personal benefit.
B	To engage in extravagant and ostentatious living to display their wealth.
C	To utilize their surplus wealth for the benefit of the community.
D	To ensure that their descendants inherit their entire fortune.

Question 17 Explanation:

The correct answer is (C). Andrew Carnegie believed that wealthy individuals had a duty to use their surplus wealth for the betterment of society. He argued that they should live modestly and consider their wealth as trust funds to be administered for the community's benefit.

Question 18

What broader societal concept does Carnegie's "Gospel of Wealth" promote?

A	Laissez-faire economics without any philanthropic obligations.
B	Philanthropy and the moral duty of the wealthy to give back to society.
C	The idea that wealth is a sign of moral superiority.
D	The need for government intervention in wealth distribution.

Question 18 Explanation:

The correct answer is (B). Carnegie's "Gospel of Wealth" promotes the idea of philanthropy and the moral responsibility of the wealthy to use their resources for societal good. He emphasized the concept that the wealthy should act as trustees for the broader community.

Question 19

How might Carnegie's views in "The Gospel of Wealth" be contrasted with the general practices of other Gilded Age industrialists?

A	Many other industrialists believed in strict government regulation of businesses.
B	While some industrialists hoarded wealth, Carnegie advocated for its redistribution for public good.
C	Most industrialists of the time believed in communal ownership of resources.
D	Carnegie was the only industrialist of his time to believe in the benefits of monopolies.

Question 19 Explanation:

The correct answer is (B). While many industrialists of the Gilded Age focused on amassing personal fortunes, Andrew Carnegie, in his "Gospel of Wealth," argued for the moral duty of the wealthy to use their surplus resources for societal benefit.

Question 20

In the context of the Gilded Age, Carnegie's "Gospel of Wealth" can be seen as a response to what societal concern?

A	The decline of agrarian societies.
B	The vast wealth disparities and concerns about the responsibilities of the rich.
C	The push for American expansion overseas.
D	The rise of labor unions and their demands.

Question 20 Explanation:

The correct answer is (B). The Gilded Age saw enormous wealth disparities, with a small number of individuals amassing vast fortunes while many others lived in poverty. Carnegie's "Gospel of Wealth" can be seen as a response to these disparities, advocating for the wealthy's responsibility to benefit the broader community.

Question 21

Questions 21–24 refer to the following excerpt:

"To those of the white race who look to the incoming of those of foreign birth and strange tongue and habits for the prosperity of the South, were I permitted I would repeat what I say to my own race, 'Cast down your bucket where you are.' Cast it down among the eight millions of Negroes whose habits you know, whose fidelity and love you have tested in days when to have proved treacherous meant the ruin of your firesides. Cast down your bucket in agriculture, mechanics, in commerce, in domestic service, and in the professions. And in this connection it is well to bear in mind that whatever other sins the South may be called to bear, when it comes to business, pure and simple, it is in the South that the Negro is given a man's chance in the commercial world, and in nothing is this Exposition more eloquent than in emphasizing this chance."

—Booker T. Washington, "Atlanta Exposition Address," 1895

In Booker T. Washington's Atlanta Exposition Address, what is the main message he is conveying to the white population of the South?

A	To collaborate and invest in the economic potential of the African American community.
B	To resist any attempts of racial integration and maintain segregation.
C	To look towards external sources and immigrants for economic growth.
D	To focus solely on industrial development and neglect agricultural growth.

Question 21 Explanation:

The correct answer is (A). Washington's message to the white population is to recognize the economic value and potential of the African American community, urging them to "cast down your bucket" among the Black population they are familiar with.

Question 22

According to the address, how does Washington perceive the opportunities available to African Americans in the South in terms of business?

A	African Americans have no chance of succeeding in the South.
B	The South provides African Americans a fair opportunity in the commercial world.
C	African Americans should only focus on professions and avoid manual labor.
D	The North offers better business opportunities for African Americans than the South.

Question 22 Explanation:

The correct answer is (B). Washington emphasizes that the South gives the African American community a genuine opportunity in the commercial world, suggesting a unique bond between Black workers and Southern white employers.

Question 23

Washington's philosophy as represented in the Atlanta Exposition Address can best be described as:

A	Militant and confrontational.
B	Purely focused on political rights.
C	Advocating for economic self-help and collaboration between races.
D	Encouraging mass migration out of the South.

Question 23 Explanation:

The correct answer is (C). Booker T. Washington's Atlanta Exposition Address emphasizes the importance of economic self-reliance and collaboration between races for mutual benefit.

Question 24

Which other African American leader would most likely have had disagreements with Washington's perspective as expressed in the Atlanta Exposition Address?

A	W.E.B. Du Bois
B	Marcus Garvey
C	Frederick Douglass
D	Malcolm X

Question 24 Explanation:

The correct answer is (A). W.E.B. Du Bois, a contemporary of Booker T. Washington, often critiqued Washington's focus on vocational training and his call for patience in acquiring civil rights. Du Bois advocated for a more direct approach in fighting for political and civil rights.

Question 25

Questions 25–28 refer to the following excerpt:

"The existence of an area of free land, its continuous recession, and the advance of American settlement westward explain American development. The American frontier is sharply distinguished from the European frontier—a fortified boundary line running through dense populations. The most significant thing about the American frontier is that it lies at the hither edge of free land."

—Frederick Jackson Turner, "The Significance of the Frontier in American History," 1893

Turner's thesis about the significance of the frontier in American history primarily emphasizes:

A	The economic prosperity brought about by westward expansion.
B	The military conflicts and confrontations on the frontier.
C	The role of the frontier in shaping the unique character and development of American democracy.
D	The cultural exchanges and syncretism occurring on the frontier.

Question 25 Explanation:

The correct answer is (C). Turner's thesis contends that the American frontier played a pivotal role in shaping American character, democracy, and societal development.

Question 26

According to Turner, how does the American frontier differ from the European frontier?

A	The American frontier was more economically prosperous.
B	The American frontier was an expansive area of free land, whereas the European frontier was a fortified boundary among dense populations.
C	The American frontier was devoid of any indigenous populations.
D	The European frontier was more vast and unexplored than the American one.

Question 26 Explanation:

The correct answer is (B). Turner distinguishes the American frontier from its European counterpart by highlighting the vastness of free land in America and contrasting it with the densely populated, fortified European boundaries.

Question 27

The idea of "free land" in Turner's thesis can be linked to:

A	The belief in Manifest Destiny and the divine right to expand westward.
B	The establishment of free trade agreements with neighboring territories.
C	The removal of European powers from American territories.
D	The abolitionist movement and the fight against slavery.

Question 27 Explanation:

The correct answer is (A). The notion of "free land" in the context of the American frontier is closely associated with the ideology of Manifest Destiny, which held that Americans had a divine right and duty to expand westward.

Question 28

Turner's frontier thesis influenced subsequent U.S. policies by:

A	Promoting westward expansion and the acquisition of new territories.
B	Advocating for increased trade with Europe.
C	Encouraging the establishment of transcontinental railroads.
D	Supporting the preservation and conservation of frontier lands.

Question 28 Explanation:

The correct answer is (A). Turner's emphasis on the importance of the frontier in American development influenced various U.S. policies that favored westward expansion and the acquisition of new territories.

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