past apush essay prompts

AP US History Practice Tests

The AP U.S. History Exam consists of two main sections: a multiple-choice and short-answer section and an essay questions section. See the table below:

If you are a mobile user, click here: Do AP US History Practice Questions .

AP US History Multiple-Choice Practice Tests

• AP US History Practice Test 1
• AP US History Practice Test 2
• AP US History Practice Test 3
• AP US History Practice Test 4
• AP US History Practice Test 5
• AP US History Practice Test 6
• AP US History Practice Test 7
• AP US History Practice Test 8
• AP US History Practice Test 9
• AP US History Practice Test 10
• AP US History Practice Test 11
• AP US History Practice Test 12
• AP US History Practice Test 13
• AP US History Practice Test 14
• AP US History Practice Test 15
• AP US History Practice Test 16
• AP US History Practice Test 17
• AP US History Practice Test 18
• AP US History Practice Test 19
• AP US History Practice Test 20
• AP US History Practice Test 21
• AP US History Practice Test 22
• AP US History Practice Test 23
• AP US History Practice Test 24
• AP US History Practice Test 25
• AP US History Practice Test 26
• AP US History Practice Test 27
• AP US History Practice Test 28
• AP US History Practice Test 29
• AP US History Practice Test 30
• AP US History Practice Test 31
• AP US History Practice Test 32
• AP US History Practice Test 33
• AP US History Practice Test: Early Contact with the New World (1491–1607) Colonization of North America (1607–1754)
• AP US History Practice Test: Conflict and American Independence (1754–1800)
• AP US History Practice Test: Beginnings of Modern American Democracy (1800–1848)
• AP US History Practice Test: Toward the Civil War and Reconstruction (1844–1877)
• AP US History Practice Test: The Industrial Revolution (1865–1898)
• AP US History Practice Test: The Early Twentieth Century (1890–1945)
• AP US History Practice Test: The Postwar Period and Cold War (1945–1980)
• AP US History Practice Test: Entering Into the Twenty-First Century (1980–Present)
• AP US History Practice Multiple-Choice Questions: Period 1: 1491–1607
• AP US History Practice Multiple-Choice Questions: Period 2: 1607–1754
• AP US History Practice Multiple-Choice Questions: Period 3: 1754–1800
• AP US History Practice Multiple-Choice Questions: Period 4: 1800–1848
• AP US History Practice Multiple-Choice Questions: Period 5: 1844–1877
• AP US History Practice Multiple-Choice Questions: Period 6: 1865–1898
• AP US History Practice Multiple-Choice Questions: Period 7: 1890–1945
• AP US History Practice Multiple-Choice Questions: Period 8: 1945–1980
• AP US History Practice Multiple-Choice Questions: Period 9: 1980–Present
• AP U.S. History Practice Test (Period 1: 1491-1607)
• AP U.S. History Practice Test (Period 2: 1607-1754)
• AP U.S. History Practice Test (Period 3: 1754-1800)
• AP U.S. History Practice Test (Period 4: 1800-1848)
• AP U.S. History Practice Test (Period 5: 1844-1877)
• AP U.S. History Practice Test (Period 6: 1865-1898)
• AP U.S. History Practice Test (Period 7: 1890-1945)
• AP U.S. History Practice Test (Period 8: 1945-1980)
• AP U.S. History Practice Test (Period 9: 1980-Present)
• AP U.S. History Period 1: 1491-1607 Practice Questions
• AP U.S. History Practice Tests: 1491-1607
• AP U.S. History Period 2: 1607-1754 Practice Questions
• AP U.S. History Practice Tests: 1607-1754
• AP U.S. History Period 3: 1754-1800 Practice Questions
• AP U.S. History Practice Tests: 1754-1800
• AP U.S. History Period 4: 1800-1848 Practice Questions
• AP U.S. History Practice Tests: 1800-1848
• AP U.S. History Period 5: 1844-1877 Practice Questions
• AP U.S. History Practice Tests: 1844-1877
• AP U.S. History Period 6: 1865-1898 Practice Questions
• AP U.S. History Practice Tests: 1865-1898
• AP U.S. History Period 7: 1890-1945 Practice Questions
• AP U.S. History Practice Tests: 1890-1945
• AP U.S. History Period 8: 1945-1980 Practice Questions
• AP U.S. History Practice Tests: 1945-1980
• AP U.S. History Period 9: 1980-Present Practice Questions
• AP U.S. History Practice Tests: 1980-Present

AP US History Free-Response Practice Tests

• AP US History Short-Answer Practice Test 1
• AP US History Short-Answer Practice Test 2
• AP US History Free-Response Test 1: Document-Based Question
• AP US History Free-Response Test 1: Long Essay
• AP US History Free-Response Test 2: Long Essay
• AP US History Free-Response Test 3: Long Essay
• AP US History Short-Answer Practice Test 3
• AP US History Short-Answer Practice Test 4
• AP US History Free-Response Test 2:Document-Based Question
• AP US History Free-Response Practice Test 4: Long Essay
• AP US History Free-Response Practice Test 5: Long Essay
• AP US History Free-Response Practice Test 6: Long Essay
• AP US History Short-Answer Practice Test 5
• AP US History Short-Answer Practice Test 6
• AP US History Free-Response Test 3:Document-Based Question
• AP US History Free-Response Practice Test 7: Long Essay
• AP US History Free-Response Practice Test 8: Long Essay
• AP US History Free-Response Practice Test 9: Long Essay

AP US History Downloads

• AP US History Exam 2017 PDF download
• AP US History Practice Exam download
• AP US History Test Bank download
• 200 AP US History Practice Questions pdf download
• The Official U.S. History Cram Packet
• AP US History Practice Test: Period 1 (1491–1607) pdf download
• AP US History Practice Test: Period 2 (1607–1754) pdf download
• AP US History Practice Test: Period 3 (1754–1800) pdf download
• AP US History Practice Test: Period 4 (1800–1848) pdf download
• AP US History Practice Test: Period 5 (1844–1877) pdf download
• AP US History Practice Test: Period 6 (1865–1898) pdf download
• AP US History Practice Test: Period 7 (1890–1945) pdf download
• AP US History Practice Test: Period 8 (1945–1980) pdf download
• AP US History Practice Test: Period 9 (1980–Present) pdf download
• AP US History Practice Questions: Pre-Columbian/Nativc American History
• AP US History Practice Questions: Early Exploration and Spanish and French in the Colonies of the New World
• AP US History Practice Questions: Eariy English Colonies
• AP US History Practice Questions: The Era of Discontent
• AP US History Practice Questions: Tbe Constitution and Early U.S. Government
• AP US History Practice Questions: The Era of Good Feelings to the Age of Jackson
• AP US History Practice Questions: Antebellum Reform Movements
• AP US History Practice Questions: Antebellum Cultural Movements and Manifest Destiny
• AP US History Practice Questions: The Mid-19th Century and Causes of the Civil War
• AP US History Practice Questions: The Civil War
• AP US History Practice Questions: Post Civil War and Reconstruction
• AP US History Practice Questions: The Gilded Age and the American West
• AP US History Practice Questions: U.S. Imperialism and the Progressive Movement
• AP US History Practice Questions: The First World War and the Roaring Twenties
• AP US History Practice Questions: Hie Great Depression and the Second World War
• AP US History Practice Questions: The Cold War and Postwar America
• AP US History Practice Questions: Civil Rights, the 1960s, and Vietnam
• AP US History Practice Questions: End of the Cold War, the 1970s to the Present
• More AP US History Downloads

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

AP U.S. History Practice Exams

Ap us history practice exams.

We have links to all of the online AP US History practice exams. Loads of free practice questions are available. Review the resources listed below to start your test prep now!

Official Practice Test

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The Ultimate APUSH DBQ Guide: Rubric, Examples, and More!

Advanced Placement (AP)

You’ve been working hard in your AP US History class, and now it’s time to start prepping for your APUSH exam. 

But there’s a lot you’ll need to know if you want to do well, especially on the APUSH DBQ section. For instance, you’ll need to understand the APUSH DBQ rubric so you know how you’ll be scored on your answers, and you’ll need to look at a few APUSH DBQ examples so you understand what it takes to 

Luckily for you, we’ve compiled everything you need to know about APUSH DBQs in one easy place. (That place is, uh, here. ) We’ll go over: 

• An explanation of what APUSH DBQs are and why they’re important 
• A walkthrough covering how APUSH DBQs work on the exam and what to expect
• A six-step process for writing a great DBQ
• Four tips for studying for and answering the APUSH DBQs

We’ll also give you an APUSH DBQ rubric and APUSH DBQ examples That’s a lot to talk about, so let’s get going!

The APUSH DBQ is an essay-based question, so you'll have to write quickly!

What Is an APUSH DBQ? 

A DBQ is a “document-based” question that you’ll have to answer on your AP exam. For these questions, you’ll be given seven “documents,” which are short readings that cover different, usually related aspects of US History. From there, you’ll be asked to answer each DBQ in essay form using information from the documents you’ve been provided! 

The good thing about APUSH DBQs is that they’re open-ended, meaning there are multiple correct ways to answer each question. The downside is that in order to answer the question and earn full credit, you’ll need to analyze and incorporate multiple documents as part of your argument. 

And did we mention you’ll only have a limited amount of time to answer the DBQ, and that it's worth 25% of your total test score? That’s why APUSH DBQs can be stressful for test-takers! 

How Do DBQs Work on the APUSH Exam?

The APUSH exam consists of 60 questions in total. Here’s how they break down across the test: 

Of the two free response questions, one is a long essay (worth 15%) and one is a DBQ. This means that the sole DBQ is, by itself, worth 25% of your total grade, making it the single most heavily-weighted question on the APUSH exam.  

The APUSH DBQ will consist of a single open-ended prompt . To answer it, you’ll have to create a persuasive argument that uses the documents you’ve been given on the exam itself. (More on that a bit later.) 

To give you a little more context, here are some actual APUSH DBQ examples from previous years’ APUSH exams:

• “Evaluate the extent of change in ideas about American independence from 1763 to 1783.” ( 2017 ) 
• “Evaluate the relative importance of different causes for the expanding role of the United States in the world in the period from 1865 to 1910.” ( 2018 )
• “Evaluate the extent to which the Progressive movement fostered political change in the United States from 1890 to 1920.” ( 2019 )

APUSH Document Types 

To answer these questions well, you’ll also have to read, analyze, and incorporate information from seven documents you’ll be provided on test day. These documents will be a mixture of: 

• Primary texts : texts that were actually written in the time period you’re being asked about
• Secondary texts : texts written by later historians that explain the time period 
• Images: these are typically either political cartoons or artworks from the time period

How many of each type of document you’ll see on your exam varies from year to year, so you’ll need to be equally comfortable using all three types of documents. 

You’ll have to read through all seven documents and understand them so you can use them to answer your DBQ question. The information in the documents will help you create a thesis, build your argument, and prove your point…so you can get a great APUSH DBQ score! Just remember: to earn full credit, you’ll also have to explain how at least six of the documents are relevant to your argument, using evidence to back those claims up. 

Using Outside Information 

Along with the provided documents, you’ll also be expected to use one piece of historical evidence that isn’t included in the documents , but you already know from your own reading. This is information that you’ll have studied in class (or read on your own!) that applies to the DBQ and supports your argument. 

Unfortunately, you won’t be able to bring any class notes with you on exam day. That means you’ll need to study ahead of time so you’ll be ready to incorporate outside information into your DBQ answer! 

Whew! That’s a lot! However, if it makes it any easier, the APUSH DBQ will only cover the period from 1754-1980 . That means you’ll only need to focus on studying–and remembering!--information from about 230 years. 

Understand the APUSH DBQ Rubric

First, you need to understand what the expectations are and how your answer will be graded. That means reading through and understanding the official APUSH DBQ rubric!

The good news is that the College Board has provided the APUSH DBQ rubric as part of their 2021 AP Exam Administration Scoring Guidelines - AP United States History document .  

Here’s how the rubric breaks down:

Thesis (1 point) 

First, you’ll need to create a thesis that “responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.” In order to get this point you’ll need to make an arguable claim based on the documents that answers the question of the prompt.  

In other words, you’ll need to choose a position and then defend it with evidence from the documents and your knowledge base. 

Contextualization (1 point) 

In order to get a point for contextualization you’ll need to “accurately describe a context relevant” to the time period covered by the prompt. What this means is that you’ll have to describe the political, social, or economic events and trends that contributed to what your thesis is arguing. 

Some of this you’ll know from the provided documents, but some of it you will also be expected to know on your own based on what you’ve studied in AP US History. You’ll also need to relate your knowledge to “broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.” That means you have to show how the events of this time period are relevant now or how they are similar to some other historical situation .

Evidence (3 points)

For this part of the rubric, you’ll earn one point just for incorporating specific evidence that does not come from the provided documents in a way that is relevant to your thesis! 

In order to earn the other two points, you must support your argument by using content from six of the seven documents . (If you don’t use six documents, but do use at least three of them, you’ll only earn one point.) 

You can’t just randomly throw information from the documents into your essay, though, you have to use it in a way that supports your argument and accurately represents what the documents are saying . 

Analysis and Reasoning (2 points)

For the analysis and reasoning section, you get one point for explaining “how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.” You’ll earn another point for “complexity,” showing that you understand the time period that the prompt covers and use evidence to prove your understanding and back up your argument . 

So to earn analysis and reasoning points, you have to prove how the documents are relevant to your argument, your argument has to demonstrate you understand the historical events of the time period, and you’ll have to create an argument that is well-reasoned and “complex.” 

You’ll need to show graders you understand there’s a variety of possible perspectives about the issue you’re writing about and that people in that era did not all agree or have the same experiences.

Step-By-Step Process for Tackling an APUSH DBQ

The APUSH DBQ is a complicated question that tests you over several different skills, so there isn’t any simple technique to ace it. However, if you master each of the individual skills it takes to do well on the DBQ examples, rocking your APUSH DBQ will be much easier! 

Here are five steps you can follow to build a foundation that’ll help you ace the DBQ. 

Step 1: Take a Practice DBQ

The best way to master APUSH DBQs is by practicing with real APUSH DBQ examples.

The College Board’s website has the actual prompts from 2015-2019 available to download. This means you can take at least five practice APUSH exams, as well as read APUSH DBQ example responses and APUSH DBQ rubrics, for free! 

This is excellent news because you can take several practice swings at answering APUSH DBQs before you have to tackle the real thing on test day. 

Before practicing DBQ responses, it’s a good idea to take at least one APUSH DBQ practice test so you know what your baseline is. That way, you’ll understand your strengths and weaknesses and can really zero in on your weakest areas! From there, you can work through the practice APUSH DBQ prompts on their own. 

However, the nature of a free response means that it won’t be easy for you to grade by yourself. To evaluate your DBQs, be sure to use the APUSH DBQ rubric we walked through above. Honestly try to assess whether or not you incorporated the information thoroughly and accurately. You can also ask a teacher, tutor, or even a family member to grade your APUSH DBQs for you as well! 

Later, after you practice the skills outlined in the steps below, take another practice DBQ and see if it seems easier for you. Compare your score to the baseline score from your first attempt. Then, re-read over your textbooks and take it again. Repeat the cycle a couple of times. The big benefit will be that you will eventually get so used to the APUSH DBQ that you will be more comfortable in the actual testing environment .

Step 2: Practice Writing a Thesis

Because your DBQ response will have to choose a position and defend it, you’ll need to work on writing strong thesis statements. A thesis statement is essentially your argument in a nutshell, and it sums up the purpose of your essay. 

The most important aspect of your APUSH DBQ thesis is that it has to make a claim that is both arguable (meaning you can use evidence to prove it) and is relevant to the prompt you’re given. However, you don’t want to just restate the prompt in your thesis! 

Here’s what we mean. Let’s say your APUSH DBQ prompt is: 

Evaluate the extent of change in ideas about American independence from 1763 to 1783.

You don’t want your thesis to be “Ideas about American independence changed a lot from 1763 to 1783. That’s just adding a few words to the prompt…and it’s not descriptive enough to cover the argument you’ll make later. Instead, make a specific claim about how and why ideas about American independence changed, and you’ll need to use the documents provided to prove it!

So for this example, a better thesis might be, “Between 1763 and 1783, American ideas about independence changed from being unsure about how the nation could survive without British rule to believing in (and fighting for) the nation’s independence.” 

Because APUSH DBQs are open-ended, there are actually many different thesis statements you could come up with that would let you write an amazing answer. Here are two APUSH DBQ examples that College Board considers acceptable theses for this prompt:

• “The ideas about American independence changed greatly from 1763 to 1783. In the beginning, colonists only wanted representation and a say in the legislation of new laws, but by 1783 Americans wanted true freedom from British rule.” 
• “From 1763–1783, ideas of American independence changed from the colonies blindly accepting the tyranny of the British by religious rights of divine kings to believing in natural rights of individuals against British rule.”

Let’s look at how these theses make specific claims: 

The first thesis argues that colonists originally only wanted representation, but by 1783 wanted freedom from British rule. These are two different mindsets that the author can then use the documents to illustrate and prove actually existed. 

The second example thesis addresses a more theoretical change in belief: one that changes from Americans of 1763 accepting the medieval notion of the king inheriting from God the right to govern, to one in which Americans of 1783 believed that individuals had the natural right of freedom from tyranny. The author can then use the documents as evidence that Americans in that time period had those beliefs, and can argue about what happened to change them.

By practicing thesis writing, you’ll be able to create a detailed–and defensible!--statement that will help you create a convincing DBQ argument. 

An outline will serve as a roadmap that'll help you write a great essay—and it'll help you manage your time, too. 

Step 3: Practice Creating an Outline

With only an hour to read the documents to write your essay, you probably won’t have time to revise. It’s very important that you make the best use of the limited time you will have available, so an outline will help you organize your thoughts and will keep you on track as you write. 

Just be careful that you don’t take too much time with your outline–you need to write a whole essay! Five minutes (or less!) is all you need to put together an outline that’ll help you write an awesome DBQ. 

With that said, let’s talk about what makes up a great outline.

Two important elements of a good outline are an introduction and conclusion ! Your intro will set up your thesis and your conclusion to restate your thesis while explaining why it’s relevant to the reader today. Because both of these sections center around your thesis statement, they’ll help you organize the rest of your argument…and your DBQ essay! 

Once you have those in place, you can start adding body paragraphs to your outline. Since you only have about 45 minutes to write this essay, you don’t want too many of them. Three or four body paragraphs will be enough to get the job done. 

The most important thing about your body paragraphs is that each of them makes a claim that a) supports your thesis and b) allows you to incorporate information from the documents as evidence. You may even want to make a note of which documents you want to use in each body paragraph! 

Here’s an outline template you can use as you practice your APUSH DBQs:

• Set up your argument and include your thesis.
• You can break down your thesis into several component steps, which will then become the body paragraphs as you expand upon them.
• Tell the reader what they need to know about the historical situation. 
• Include any information you might already know from outside the provided documents.
• Make the first argumentative point you mentioned in your introduction/thesis.
• Use information from two to three documents to illustrate and prove your point.
• Make the second argumentative point you mentioned in your introduction/thesis.
• Use two to three different documents to support this point. 
• If you have a third argumentative point, you’ll need to make it here. 
• Be sure to use at least one document to support your argumentative point. 
• Restate your thesis and summarize the main points you’ve made.
• Show how it’s relevant to the reader.

Again, this outline doesn’t need to be fancy! Jotting down a few words–or a short sentence–for each point will get you to where you need to go. 

Step 4: Practice Incorporating Quotes and References 

As you write your essay, you’ll need to use examples from the documents provided–and each time you do so, you need to explain documents you pulled the information from. You’ll do this whether you are quoting your source or just paraphrasing it. 

There are two ways to do this:

#1: Attribution

Attributing your information means you tell your reader in the sentence which document you’re quoting or paraphrasing from. Below are two attribution DBQ examples APUSH considers acceptable: 

"Charles Inglis uses reason to note that the colonies would be unable to sustain themselves without British support because the colonies don’t make enough money through agriculture and commerce.”

Notice that even though this APUSH DBQ example doesn’t quote Inglis outright, the author still lets the readers know which source they’re using to prove their point.

#2: Parenthetical

Using a parenthetical citation means that you put either the author of the source’s name or which document it’s from, in parentheses, at the end of the sentence. H ere’s an example of parenthetical citation that the College Board considers acceptable:

“He claimed only man himself can direct his own actions and decisions, not the rule of any legislative authority or man (Doc. 3).”

Since the sentence does not say who “he” is, the author of this essay has included this parenthetical citation (Doc. 3) that the reader can use to read the document in question and see if the argument the author is making is correctly represented from the source.

As you use these sources, you need to make sure that you are using the document accurately and not plagiarizing. Your goal is to show that you understand each document and know how to incorporate it into an argument. 

Step 5: Understand Time Management

One of the most important skills you can acquire by taking multiple attempts at the APUSH DBQ practice test will be time management . When you’re in the actual test environment, you won’t be able to use your phone to set a timer or alarm, so it can be difficult to keep track of how much time you’re spending on reading and re-reading the documents, brainstorming, and outlining. 

You want to leave yourself the majority of the time allowed (which will be one hour) for writing. College Board’s APUSH DBQ rubric recommends that you spend 15 minutes reading the documents and 45 minutes writing the essay . 

The best way to get your time management down is practice . Set timers during your APUSH DBQ practice test so you can get a feel for how much time it takes to put an answer together. That way you have a feel for the process and will have enough time to write your DBQ on test day. 

4 Tips for Mastering APUSH DBQs

Now that you’ve read our step-by-step process for tackling the APUSH DBQ and have seen several APUSH DBQ examples, here are some expert tips on doing well on the APUSH DBQ .  

Tip 1: Remember that Each Point Is Scored Separately

Go through the APUSH DBQ rubric and take note of each individual task since you’ll be scored on how well you complete each one . For each task, there are usually multiple points available. 

For example, you’ll earn one point for using at least three documents in your DBQ. But if you want to earn the full two points for that category, you’ll need to incorporate at least six documents into your answer.  

By understanding the rubric, you’ll be able to maximize how many points you earn on your DBQ. 

Tip 2: Your Essay Can Contain Errors 

Now, don’t misunderstand us: you can’t say an author makes one claim when they are clearly saying the opposite. You also can’t write something that is obviously wrong, like that America continues under British rule because the revolution was unsuccessful, and get full credit!  

But you can make minor errors that don’t detract from your argument as long as you are demonstrating a knowledge of the time period and the ability to incorporate evidence to make an argument. So for example, if you said that the First Continental Congress ended in November instead of October of 1774, you’ll still be able to earn full credit despite making a small error. 

Tip 3: Write For Clarity 

One thing to keep in mind is that you will be graded on how well you make and argue a thesis, and how well you incorporate the evidence from the documents to support that thesis– you don’t get graded on how beautifully or fluently you write ! So, while you’ll want to use correct grammar and write as clearly as you can, don’t spend too much time thinking about how best to phrase things as if you were writing for publication. Just focus on clearly explaining your ideas! 

You won’t have points taken away for grammatical errors unless they make it difficult for the graders to see how you’ve used the evidence to make an argument.

Tip 4: Connect the Dots 

Not only for the APUSH DBQ, but for everything you write, you need to ask yourself, why is this relevant? In the contextualization section, you are required to relate the information you’re conveying to other time periods or situations to earn full credit.

This is your chance to show that while the period you’re writing about may have been long in the past, the events are still relevant to us today ! This is why we read, write, and study history in the first place!

What’s Next? 

If you’re taking APUSH, you’re probably taking other AP classes as well! Here’s a general guide to preparing for AP tests that’ll help you get ready for any other AP exams you take. 

Like we mentioned earlier, taking practice tests is one of the best ways you can get ready for your actual AP exams. Here’s a guide that’ll help you find the best AP practice tests for each exam.

If you’re taking multiple AP tests, you’ll need to maximize your study time. One way to do this is to study for each test based on when you’ll have to take it! Our complete breakdown of the AP exam schedule will help you manage your study time efficiently and effectively. 

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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AP U.S. History Past Exam Questions

Free-response questions.

Below are free-response questions from AP U.S. History Exams administered before the course and exam were initially redesigned in 2014-15.

If you require an accessible version of any documents on this page, please email [email protected] . We will respond to your email within 3 business days.

Looking for free-response questions and scoring information from the 2015 exam and later? Visit The AP U.S. History Exam . See also: AP U.S. History Document-Based Questions, 1973-1999 (.pdf/32.2MB)

Note about "Form B" Exams

Prior to the May 2012 exam administration, for selected AP subjects, another version of the exam called "Form B" was administered outside of North, Central, and South America.

2024: Free-Response Questions

2023: Free-Response Questions

2022: Free-Response Questions

2021: Free-Response Questions

2020: Free-Response Questions

The 2020 free-response questions are available in the  AP Classroom question bank .

2019: Free-Response Questions

2018 :Free-Response Questions

2017: Free-Response Questions

2016: Free-Response Questions

2015: Free-Response Questions

The 2015 sample response PDFs (.pdf/32.8MB) were updated to reflect changes to the rubrics that took effect with the 2016 AP U.S. History Exam.

AP U.S. History Document-Based Questions, 1973-1999

APUSH Long Essay Question Example 2

Evaluate the extent to which the civil war was a turning point in the history of the united states in the period from 1800 to 1877..

• What were the major events leading up to the Civil War?
• How did the Civil War change political, economic, and social structures in the U.S.?
• What were the immediate and long-term consequences of the Civil War?
• Were there any other significant turning points during this period? How do they compare to the Civil War?
• How did the Reconstruction era that followed the Civil War further shape the nation?
• Thesis/Claim (1 point): The APUSH exam requires students to present a clear, precise, and defensible thesis in their essay. In the sample essay, the thesis is evident in the statement, “The Civil War, fought between 1861 and 1865, stands as a monumental turning point in the history of the United States.” This thesis directly addresses the prompt and sets the stage for the arguments that follow.
• Contextualization (1 point): To earn this point, students must describe a broader historical context relevant to the prompt. The essay does this by outlining the tensions between the North and the South, mentioning key events like the Missouri Compromise and the Compromise of 1850. This provides readers with a clear backdrop against which the main arguments of the essay are set.
• Evidence (2 points): The APUSH standards require students to support their thesis with specific evidence. In the sample essay, there’s a plethora of evidence cited, such as the election of Abraham Lincoln, the Emancipation Proclamation, the Homestead Act, and the Reconstruction Amendments. Each piece of evidence is directly related to the thesis and supports the argument that the Civil War was a significant turning point.
• Analysis and Reasoning (2 points): This is where students must demonstrate a deeper understanding of the topic. The essay does this in two ways. First, it analyzes the significance of each piece of evidence, explaining, for example, how the Emancipation Proclamation and the 13th Amendment changed the lives of African Americans. Second, it shows a complex understanding by comparing the impact of the Civil War to other events of the period, such as the Market Revolution and the Second Great Awakening. This comparison not only reinforces the thesis but also provides a nuanced view of the period.

When you are done reviewing this APUSH LEQ example, you can use the buttons below to proceed to our Long Essay example 3 or return to the Practice Exam main menu.

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How to Approach the AP U.S. History Long Essay Question

The second part of Section II of the AP US History exam contains three long essay questions—you must respond to one. The long essay question assesses your ability to apply knowledge of history in a complex, analytical manner. In other words, you are expected to treat history and historical questions as a historian would. This process is called historiography—the skills and strategies historians use to analyze and interpret historical evidence to reach a conclusion. Thus, when writing an effective essay, you must be able to write a strong, clearly developed thesis and supply a substantial amount of relevant evidence to support your thesis and develop a complex argument.

The College Board’s characteristics of a high-scoring long essay question response are listed below. Note that the requirements are very similar to those of the DBQ ; the primary difference is that any requirements related to use of the documents are removed from the scoring requirements for the long essay question.

• Thesis: Make a thesis or claim that responds to the prompt. The thesis or claim must be historically defensible and establish a line of reasoning.
• Context: Provide context relevant to the prompt by describing a broader historical development or process.
• Evidence: Use specific and relevant examples as evidence to support an argument in response to the prompt.
• Historical Skill: Use a historical reasoning skill (causation, comparison, or continuity and change) to develop an argument in response to the prompt.
• Complex Understanding: Demonstrate a complex understanding of an argument that responds to the prompt by using evidence to corroborate, qualify, or modify the argument.

AP U.S. History Long Essay Strategy

Consider the following special strategies for the long essay question. Scoring requirements are highlighted in bold.

Step 1: Analyze the Prompt

• Each long essay question will ask you to “evaluate the extent” of some factor in American history. Since you are evaluating, you will need to develop an argument that addresses the prompt. Make sure to read all three prompts carefully. Think of the evidence you could use and the argument you could develop in response to each one, then choose the question you feel most confident about.
• Begin crafting your thesis statement. You must have a thesis that makes a claim and introduces the reasoning of your argument. It is not enough to merely restate the question as your thesis; you must take a position. Don’t be afraid of making a strong claim; just be sure you can provide relevant evidence to support your assertion. Your thesis may also outline the categories of analysis, or the major points, you will use in your essay.
• Part of developing your thesis should be considering how your essay’s argument will demonstrate a complex understanding, perhaps by analyzing multiple variables, by considering both changes and continuities, or by making an insightful connection to another time period.

Step 2: Plan Your Response

• Making a careful plan can help you make sure you address all the scoring requirements.
• Paraphrase your thesis statement. Knowing your claim will make it easier for you to plan an effective argument in your essay. In light of the documents, you must make a claim and/or demonstrate a line of reasoning that responds to the prompt. Avoid statements that are vague or general (“The Vietnam War was very significant”) and make a claim that responds to the prompt, uses both the documents and your historical knowledge, and sets up the rest of your essay (“The Vietnam War impacted Americans’ perceptions of the U.S. role in international politics, the power of the federal government, and the status of young people, influencing legal and social changes in American society”).
• Be sure your thesis or overall plan incorporates a complex understanding . You need to demonstrate that you have more than just a basic understanding of the content, so your thesis or overall essay should address complexity in the historical development—perhaps by including multiple variables, by considering both causes and effects, or by making an insightful connection to another time period. See below for a complete list of ways to demonstrate complex understanding.
• Make a note about how you will provide context for the topic of the prompt. This may fit well in the introduction or first body paragraph.
• List the documents you will use as evidence —remember that you must use six or seven to earn the maximum number of points for using the documents.
• Consider whether the paragraph is a good place to provide additional evidence —you must include one additional historical example.
• Think about when it would be beneficial to explain sourcing , or how a document’s context or situation is relevant to the argument—you must do so for three documents.
• Finally, review your plan and check off each requirement in your test booklet to ensure you addressed all six.

Step 3: Action! Write Your Response

• Nothing is more important in the first paragraph than the clear statement of an analytical thesis. The reader is most interested in seeing a strong thesis as soon as possible.
• Your thesis can be more than just one sentence. With the compound questions often asked by the DBQ, two sentences might be needed to complete the idea.
• Refer to the authors of the documents, not just the document numbers.
• A good idea is to write a concluding paragraph that might extend your original thesis. Think of a way to restate your thesis, adding information from your analysis of the documents.

Step 4: Proofread

• Skim for any glaring errors and, if you have time, check again to make sure your response meets each of the DBQ requirements.

AP Expert Note

Be prepared to demonstrate complex understanding The AP exam asks you to analyze sources and develop arguments in a sophisticated way. Demonstrating your complex understanding of the topic at hand is crucial to your success, and here are some ways you can do so.

• Analyze multiple variables
• Employ a complex historical reasoning skill by explaining both similarities and differences, both continuity and change, both causes and effects, or multiple causes
• Explain relevant connections to other regions or other time periods
• Corroborate perspectives across multiple course themes (such as environment, cultural developments, governance, economic systems, social organization, and technology)
• Qualify an argument using other evidence or views

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AP United States History

Learn all about the course and exam. Already enrolled? Join your class in My AP.

Not a Student?

Go to AP Central for resources for teachers, administrators, and coordinators.

About the Course

How did the United States become THE United States? What happened to the American economy when factories went from being powered by water to powered by coal? Or how have definitions of who is, and who is not, a U.S. citizen changed over time? In AP United States History, you’ll explore and try to answer questions like these, while discussing the ways in which Americans have debated their values, practices, and traditions since even before the country’s founding.

Skills You'll Learn

Evaluating primary and secondary sources

Analyzing the claims, evidence, and reasoning you find in sources

Putting historical developments in context and making connections between them

Coming up with a claim or thesis and explaining and supporting it in writing

Equivalency and Prerequisites

College course equivalent.

A two-semester introductory college course in U.S. history

Recommended Prerequisites

Fri, May 9, 2025

AP U.S. History Exam

This is the regularly scheduled date for the AP United States History Exam.

About the Units

The course content outlined below is organized into commonly taught units of study that provide one possible sequence for the course. Your teacher may choose to organize the course content differently based on local priorities and preferences.

Course Content

Unit 1: period 1: 1491–1607.

You’ll learn about Native American societies as well as how and why Europeans first explored, and then began to colonize, the Americas.

Topics may include:

• Native American societies before European contact
• European exploration in the New World
• The Columbian Exchange
• Labor, slavery, and caste in the Spanish colonial system
• Cultural interactions between Europeans, Native Americans, and Africans

On The Exam

4%–6% of score

Unit 2: Period 2: 1607–1754

You'll study the colonies established in the New World by the Spanish, French, Dutch, and British.

• How different European colonies developed and expanded
• Transatlantic trade
• Interactions between American Indians and Europeans
• Slavery in the British colonies
• Colonial society and culture

6%–8% of score

Unit 3: Period 3: 1754–1800

You'll explore the events that led to the American Revolution and the formation of the United States and examine the early years of the republic.

• The Seven Years’ War
• The American Revolution
• The Articles of Confederation
• The creation and ratification of the Constitution
• Developing an American identity
• Immigration to and migration within America

10%–17% of score

Unit 4: Period 4: 1800–1848

You’ll examine how the young nation developed politically, culturally, and economically in this period.

• The rise of political parties
• American foreign policy
• Innovations in technology, agriculture, and business
• Debates about federal power
• The Second Great Awakening
• Reform movements
• The experience of African Americans

Unit 5: Period 5: 1844–1877

You’ll learn how the nation expanded and you’ll explore the events that led to the secession of Southern states and the Civil War.

• Manifest Destiny
• The Mexican–American War
• Attempts to resolve conflicts over the spread of slavery
• The election of 1860 and Southern secession
• The Civil War
• Reconstruction

Unit 6: Period 6: 1865–1898

You’ll examine the nation’s economic and demographic shifts in this period and their links to cultural and political changes.

• The settlement of the West
• The "New South"
• The rise of industrial capitalism
• Immigration and migration
• Debates about the role of government

Unit 7: Period 7: 1890–1945

You’ll examine America’s changing society and culture and the causes and effects of the global wars and economic meltdown of this period.

• Debates over imperialism
• The Progressive movement
• World War I
• Innovations in communications and technology in the 1920s
• The Great Depression and the New Deal
• World War II
• Postwar diplomacy

Unit 8: Period 8: 1945–1980

You’ll learn about the rivalry between the Soviet Union and the United States, the growth of various civil rights movements, and the economic, cultural, and political transformations of this period.

• The Cold War and the Red Scare
• America as a world power
• The Vietnam War
• The Great Society
• The African American civil rights movement
• Youth culture of the 1960s

Unit 9: Period 9: 1980–Present

You’ll learn about the advance of political conservatism, developments in science and technology, and demographic shifts that had major cultural and political consequences in this period.

• Reagan and conservatism
• The end of the Cold War
• Shifts in the economy
• Migration and immigration
• Challenges of the 21st century

Credit and Placement

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Course Resources

Ap classroom resources.

Once you join your AP class section online, you’ll be able to access AP Daily videos, any assignments from your teacher, and your assignment results in AP Classroom. Sign in to access them.

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United States History Reading Study Skills

Review these tips to help you better understand and analyze the material you’ll read in this course.

United States History Writing Study Skills

Read these suggestions for writing a good essay, such as one you’d write as a response to a document-based question or other free-response question on the exam.

AP U.S. History Course and Exam Description

This is the core document for the course. It clearly lays out the course content and describes the exam and the AP Program in general.

See Where AP Can Take You

AP United States History can lead to a wide range of careers and college majors

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