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xxi170 Suggested reading period: 15 minutes. Suggested writing time: 45 minutes. DIRECTIONS: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. 1. Evaluate the extent to which the labor systems of the British North American colonies changed between 1600 and 1750. DOCUMENT 1 Document-Based Question Practice Essay Questions PART 2 Source: The General Court of Massachusetts, An Act of Assessment on Spinning , 1655. This Court . . . Does therefore Order . . . That all hands not necessarily employed on other occasions, as Women, Girls and Boys, shall and hereby are enjoined to Spin according to their skill and ability; and that the Select men in every Town do consider the condition and capacity of every family, and accordingly do assess them at one or more Spinners; And because Several Families are necessarily employed the greatest part of their time in other business, yet if opportunities were attended, some time might be spared, at least be some of them for this work. DOCUMENT 2 Source: Gabriel Thomas, An Historical Description [of Pennsylvania] , 1698. I must say, even the present encouragements are very great and inviting for poor people (both men and women) of all kinds, can here get three times the wages for their Labor they can in England or Wales. I shall instance in a few. . . . The first was a blacksmith (my next neighbor) who himself and one Negro man he had, got fifty shillings in one day, by working up a hundred pound weight of iron. . . . And for carpenters, both house and ship, bricklayers, masons, either of these tradesmen will get between five and six shillings every day constantly. As to journeymen shoemakers, they have two shillings per pair both for men and women%u2019s shoes; and journeymen tailors have 12 shillings per week. . . . The maidservant%u2019s wages is commonly between six and ten pounds per annum, with very good accommodation. And for the women who get their livelihood by their own industry, their Labor is very dear. . . . [T]he chief reason why wages of servants of all sorts is much higher here than there, arises from the great fertility and produce of the place; if these large stipends were refused them, they would quickly set up for themselves. . . . First, their land costs them little or nothing in comparison [to] the farmers in England. . . . In the second place, they have constantly good price for their corn, by reason of the great and quick vent [trade] into Barbados and other Islands; through which means silver is become more plentiful than here in England. . . . Thirdly they pay no tithes and their Taxes are inconsiderable. AP%u00ae PRACTICE ESSAY QUESTIONS 173 Suggested writing time: 40 minutes. DIRECTIONS: Please choose one of the following three questions to answer. Make a historically defensible claim and support your reasoning with specific and relevant evidence. 2. Evaluate the extent to which British mercantilist policies impacted the economic development of the British North American colonies from 1620 to 1754. 3. Evaluate the extent to which the chattel slave system impacted social and/or economic developments in the British North American colonies from 1619 to 1754. 4. Evaluate the extent to which European imperial rivalries impacted relations with Native Americans prior to 1754. Long Essay Questions Practice: End-of-Part LongEssay and Document-Based QuestionsLong Essay Questions and Document-Based Questions close every part. Appearing after the AP %u00ae Skills Workshops, these questions allow students plenty of practice in applying skills and reasoning processes in crafting their own historical arguments. United States History Practice ExamA full-length AP %u00ae United States History Practice Exam at the back of the book provides an opportunity to practice for the real thing. 1241 SECTION I PART A: MULTIPLE-CHOICE QUESTIONS 55 minutes DIRECTIONS: Choose the correct answer for each question. Questions 1%u20133 refer to the excerpt provided. %u201cThe extremely heterogeneous population confronted Pennsylvania with a unique set of problems that could have impeded the creation of a stable society. Nevertheless, despite the inevitable tensions, exacerbated by waves of new immigration, wars, and religious conflict, colonial Pennsylvanians managed to develop new ideals of pluralism and tolerance on which they built their province. . . . William Penn . . . set forth a new, ideological basis for pluralism and tolerance that transformed the tentative pattern of relative harmony and toleration into one of official policy. . . . [H]e drafted a series of constitutions that guaranteed religious freedom and promoted his colony not only in the British Isles but on the Continent as well.%u201d Sally Schwartz, %u201cA Mixed Multitude%u201d: The Struggle for Toleration in Colonial Pennsylvania , 1987 1. Which of the following later developments can best be used to support Schwartz%u2019s argument regarding the colonial culture in Pennsylvania? a. A strong abolitionist movement developed in Pennsylvania in the eighteenth and nineteenth centuries. b. Relations with Native Americans deteriorated over time as colonists demanded more land. c. Pennsylvania%u2019s nineteenth-century leaders rejected the development of a strong national government. d. African Americans overtly revolted against slavery. 2. Which of the following best explains the context in which Pennsylvania%u2019s culture in the colonial era developed? a. Leaders%u2019 insistence on tolerance in accordance with religious policy in England b. The colony%u2019s strong emphasis on economic goods as Pennsylvania was founded as a corporate colony c. The Anglicization of diverse migrants to Pennsylvania d. The Quaker founders%u2019 established policies favoring tolerance and individual freedom of conscience 3. In the seventeenth century, Pennsylvania merchants engaged in the transatlantic trade most extensively by a. exporting tobacco from Pennsylvania to England. b. importing enslaved Africans to Pennsylvania. c. exporting staple crop rice from Pennsylvania to the Caribbean. d. importing goods manufactured in England. EXAM OVERVIEW Section Question Type Number of Questions Timing % of Total Exam Score Section I Part A: Multiple-Choice Questions 55 questions 55 minutes 40% Part B: Short-Answer Questions 3 questions 40 minutes 20% Section II Part A: Document-Based Question 1 question 60 minutes 25% Part B: Long Essay Question 1 question 40 minutes 15% UNITED STATES HISTORY PRACTICE EXAM 1258 UNITED STATES HISTORY PRACTICE EXAM SECTION II PART A: DOCUMENT-BASED QUESTION 60 minutes DIRECTIONS: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. Write an essay using the seven documents provided. 1. Evaluate the extent of change in U.S. society resulting from the activities of political parties from 1824 to 1840. DOCUMENT 1 Source: John C. Calhoun, South Carolina Exposition and Protest, 1828. %u201c[The federal] Government is one of specific powers, and it can rightfully exercise only the powers expressly granted, and those that may be %u2018necessary and proper%u2019 to carry them into effect; all others being reserved expressly to the States, or to the people. It results necessarily, that those who claim to exercise a power under the Constitution, are bound to shew [ sic ], that it is expressly granted, or that it is necessary and proper, as a means to some of the granted powers. The advocates of the Tariff have offered no such proof. It is true, that the third [sic; eighth] section of the first article of the Constitution of the United States authorizes Congress to lay and collect an impost duty, but it is granted as a tax power, for the sole purpose of revenue; a power in its nature essentially different from that of imposing protective or prohibitory duties. . . . The Constitution grants to Congress the power of imposing a duty on imports for revenue; which power is abused by being converted into an instrument for rearing up the industry of one section of the country on the ruins of another. The violation then consists in using a power, granted for one object, to advance another, and that by the sacrifice of the original object.%u201d DOCUMENT 2 Source: John Marshall, chief justice of the U.S. Supreme Court, as a delegate to the Virginia Convention to revise the state constitution, %u201cMemorial of the Non-Freeholders of Virginia,%u201d 1829. %u201cSurely it were much to be desired that every citizen should be qualified for the proper exercise of all his rights and the due performance of all his duties. But the same qualifications that entitle him to assume the management of his private affairs and to claim all other privileges of citizenship equally entitle him, in the judgment of your memorialists, to be entrusted with this, the dearest of all privileges, the most important of all his concerns. . . . Virtue, intelligence are not products of the soil. Attachment to property, often a sordid sentiment, is not to be confounded with the sacred flame of patriotism. The love of country, like that of parents and offspring, is engrafted in our nature. It exists in all climates, among all classes, under every possible form of government. Riches more often impair it than poverty.%u201d DOCUMENT 3 Source: Margaret Byrd Smith, Washington socialite, letter to son, March 1829. %u201cBut at the White House reception following the inauguration, what a scene did we witness!! The majesty of the people had disappeared, and instead a rabble, a mob . . . scrambling, fighting, romping. . . . The president after having literally been nearly pressed to death . . . escaped to his lodgings at Gadsby%u2019s. Cut glass and bone china to the amount of several thousand dollars had been broken in the struggle to get refreshments. . . . Ladies fainted, men were seen with bloody noses. . . . Ladies and gentlemen only had been expected at this reception, not the people en masse. But it was the people%u2019s day, and thl%u2019idtThbblithidt%u2019hbhttid%u00a9 Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.