5 Steps To A 5 Ap U S History 2021 Daniel P Murphy Full Chapter

5 Steps to a 5: AP U.S.
History 2021
Daniel P. Murphy
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CONTENTS
Preface
Introduction: 5-Step Program
STEP 1 Set Up Your Study Program

1 What You Need to Know About the AP U.S.
History Exam
Advanced Placement Program
AP U.S. History Exam
Taking the AP U.S. History Exam
2 Preparing for the AP U.S. History Exam
Getting Started
Three Plans for Test Preparation
STEP 2 Determine Your Test Readiness

3 Take a Diagnostic Exam
How to Use the Diagnostic Exam
When to Use the Diagnostic Exam
Conclusion (After the Exam)
AP U.S. History Diagnostic Exam
Answers to the Diagnostic Exam
STEP 3 Develop Strategies for Success

4 Mastering Skills and Understanding Themes for
the Exam
The AP U.S. History Exam
Historical Practices, Historical Analytical Skills, Historical
Themes, and Exam Questions
5 Strategies for Approaching Each Question Type
Multiple-Choice Questions
Short-Answer Questions
Document-Based Question (DBQ)
Long Essay Question
Using Primary Source Documents
STEP 4 Review the Knowledge You Need to Score High

6 Settling of the Western Hemisphere (1491–
1607)
Native America
The Europeans Arrive
Chapter Review
Review Questions
Answers and Explanations
7 Colonial America (1607–1650)
New France
English Interest in America
Effects of European Settlement
Chapter Review
Review Questions
8 British Empire in America: Growth and Conflict
(1650–1750)
Part of an Empire
Growth of Slavery
Political Unrest in the Colonies
Salem Witch Trials
Imperial Wars
American Self-Government
Salutary Neglect
First Great American Religious Revival
Chapter Review
Review Questions
9 Resistance, Rebellion, and Revolution (1750–
1775)
War in the West
Defeat of New France
The British Need Money
Stamp Act Crisis
Townshend Acts
Boston Massacre
Boston Tea Party
Intolerable Acts
First Continental Congress
Chapter Review
Review Questions
10 American Revolution and the New Nation (1775–
1787)
Lexington and Concord
Second Continental Congress
Thomas Paine’s Common Sense
Declaration of Independence
Reactions to Independence
Balance of Forces
The War in the North
The Saratoga Campaign
The War in the South
The Treaty of Paris
New State Constitutions and the Articles of
Confederation
Financial Problems
Northwest Ordinances
Shays’ Rebellion
Chapter Review
Review Questions
11 Establishment of New Political Systems (1787–
1800)
The Constitutional Convention
The Ratification Battle
The Bill of Rights
The Birth of the Party System
Hamilton’s Economic Program
Effects of the French Revolution
Washington’s Foreign Policy
The Presidency of John Adams
Chapter Review
Review Questions
12 Jeffersonian Revolution (1800–1820)
Election of 1800
An Assertive Supreme Court
A New Frontier
The Louisiana Purchase
Burr’s Conspiracy
Renewal of War in Europe
The War of 1812
The End of the War
A Federalist Debacle and the Era of Good Feelings
Henry Clay and the American System
Missouri Compromise
Chapter Review
Review Questions
13 Rise of Manufacturing and the Age of Jackson
(1820–1845)
The Rise of Manufacturing
The Monroe Doctrine
Native American Removal
The Transportation Revolution and Religious Revival
An Age of Reform
Jacksonian Democracy
The Nullification Controversy
The Bank War
The Whig Party and the Second Party System
Chapter Review
Review Questions
14 Union Expanded and Challenged (1835–1860)
Manifest Destiny
The Alamo and Texas Independence
Expansion and the Election of 1844
The Mexican War
Political Consequences of the Mexican War
The Political Crisis of 1850
Aftermath of the Compromise of 1850
Franklin Pierce in the White House
The Kansas-Nebraska Act
“Bleeding Kansas”
The Dred Scott Decision
The Lincoln-Douglas Debates
John Brown and Harpers Ferry
The Election of 1860
Chapter Review
Review Questions
15 Union Divided: The Civil War (1861–1865)
North and South on the Brink of War
Searching for Compromise
Gunfire at Fort Sumter
Opening Strategies
The Loss of Illusions
Union Victories in the West
The Home Fronts
The Emancipation Proclamation
The Turn of the Tide
War Weariness
The End of the War
Chapter Review
Review Questions
16 Era of Reconstruction (1865–1877)
Lincoln and Reconstruction
Andrew Johnson and Reconstruction
Efforts to Help the Freedmen
Radical Reconstruction
The Impeachment of Andrew Johnson
Final Phase of Radical Reconstruction
The End of Reconstruction
Chapter Review
Review Questions
17 Western Expansion and Its Impact on the
American Character (1860–1895)
Government Encouragement of Western Settlement
Challenges for Western Farmers
Agricultural Innovation
Women and Minorities on the Agricultural Frontier
The Mining and Lumbering Frontier
The Ranching Frontier
The End of Native American Independence
Agrarian Anger and Populism
The Gold Standard
The Grange and Farmers’ Alliances
The Populist Revolt
Populism and the Election of 1896
The Idea of the West
Chapter Review
Review Questions
18 America Transformed into the Industrial Giant of
the World (1870–1910)
An Industrial Revolution
Changes in American Industry
A Changing Workplace
Big Business
The Emergence of Labor Unions
Uneven Affluence
The New Immigration
The Rise of the Modern American City
Gilded Age Politics
Social Criticism in the Gilded Age
Chapter Review
Review Questions
19 Rise of American Imperialism (1890–1913)
Postwar Diplomacy
Acquiring Hawaii
The New Imperialism
The Spanish-American War
Combat in the Philippines and Cuba
The Cuban Conundrum
The Debate over Empire
The Panama Canal
The Roosevelt Corollary
Chapter Review
Review Questions
20 Progressive Era (1895–1914)
Roots of Progressivism
Progressive Objectives
Urban Progressivism
State-Level Progressivism
Progressivism and Women
Workplace Reform
Theodore Roosevelt’s Square Deal
Taft and Progressivism
Wilson and Progressivism
Assessing Progressivism
Chapter Review
Review Questions
21 United States and World War I (1914–1921)
War and American Neutrality
Growing Ties to the Allies
The Breakdown of German-American Relations
America in the War
The American Expeditionary Force in France
The Home Front
Regulating Thought
Social Change
Wilson and the Peace
Woodrow Wilson’s Defeat
Chapter Review
Review Questions
22 Beginning of Modern America: The 1920s
The Prosperous Twenties
The Republican “New Era”
Warren G. Harding as President
President Calvin Coolidge
The City Versus the Country in the 1920s
Popular Culture in the 1920s
Jazz Age Experimentation and Rebellion
The Growth of the Mass Media
A Lost Generation?
Chapter Review
Review Questions
23 Great Depression and the New Deal (1929–1939)
Harbingers of Crisis: Economic Weaknesses of the 1920s
Black Tuesday and the End of the Bull Market
The Stock Market Crash and the Great Depression
The Great Depression and American Society
President Hoover and the Depression
The Hundred Days
The Second New Deal
Critics of the New Deal
Twilight of the New Deal
Impact of the New Deal
American Culture During the New Deal
Chapter Review
Review Questions
24 World War II (1933–1945)
American Isolationism in the 1930s
The United States, the Middle East, and Anti-Semitism
The Election of 1940 and the End of Isolationism
The Japanese Attack on Pearl Harbor
The War Against Germany
The Middle East in World War II
The War Against Japan
The Decision to Drop the Atomic Bomb
The Home Front
Civil Rights During the War
Chapter Review
Review Questions
25 Origins of the Cold War (1945–1960)
The Beginnings of the Cold War
Europe and the Cold War
Communist Victories
The Middle East and the Cold War
The Cold War at Home
The Korean War
Joseph McCarthy and McCarthyism
President Eisenhower and the Cold War
Tensions with the Soviet Union
Chapter Review
Review Questions
26 Prosperity and Anxiety: The 1950s
The Return of Prosperity
Politics in the Postwar Era
The Rise of the Civil Rights Movement
Life in Suburbia
Chapter Review
Review Questions
27 America in an Era of Turmoil (1960–1975)
The 1960 Election
The Liberal Hour of the 1960s
The Civil Right Movement in the 1960s: From
Integration to Black Power
The Expansion of Rights Movements
Cold War Crisis
The Vietnam War
Chapter Review
Review Questions
28 Decline and Rebirth (1968–1988)
The Presidency of Richard Nixon
The Ford Administration
The Carter Administration
The Reagan Administration
Chapter Review
Review Questions
29 Prosperity and a New World Order (1988–2000)
The Presidency of George H. W. Bush
The Presidency of Bill Clinton
Chapter Review
Review Questions
30 Threat of Terrorism, Increase of Presidential
Power, and Economic Crisis (2001–2019)
The Presidency of George W. Bush
The Obama Presidency
President Obama’s Second Term
The Trump Presidency
Chapter Review
Review Questions
STEP 5 Build Your Test-Taking Confidence

AP U.S. History Practice Exam 1
Answers to Practice Exam 1
AP U.S. History Practice Exam 2
Answers to Practice Exam 2
ELITE STUDENT EDITION 5 Minutes to a 5

180 Daily Questions and Activities
Glossary
Bibliography
Websites
PREFACE
So, you have decided to take AP U.S. History. Prepare to be

continually challenged in this course: this is the only way you will
attain the grade that you want on the AP exam in May. Prepare to
read, to read a lot, and to read critically; almost all students
successful in AP U.S. History say this is a necessity. Prepare to
analyze countless primary source documents; being able to do this is
critical for success in the exam as well. Most important, prepare to
immerse yourself in the great story that is U.S. history. As your
teacher will undoubtedly point out, it would be impossible to make
up some of the people and events you will study in this class. What
really happened is much more interesting!
This study guide will assist you along the journey of AP U.S.
History. The chapter review guides give you succinct overviews of
the major events of U.S. history. At the end of each chapter is a list
of the major concepts, a time line, and multiple-choice and short-
answer review questions for that chapter. In addition, a very
extensive glossary is included at the back of this manual. All of the
boldface words throughout the book can be found in the glossary
(it would also be a good study technique to review the entire
glossary before taking the actual AP exam).
The first five chapters of the manual describe the AP test itself
and suggest some test-taking strategies. There are also two entire
sample tests, with answers. These allow you to become totally
familiar with the format and nature of the questions that will appear
on the exam. On the actual testing day you want absolutely no
surprises!
In the second chapter, you will also find time lines for three
approaches to preparing for the exam. It is obviously suggested that
your preparation for the examination be a year-long process; for
those students unable to do that, two alternative calendars also
appear. Many students also find that study groups are very beneficial
in studying for the AP test. Students who have been successful on
the AP test oftentimes form these groups very early in the school
year.
It should also be noted that the AP U.S. History exam that you
will be taking may be different from the one that your older brother
or sister took in the past. The format of the exam changed in 2015.
Further revisions were made to the 2018 exam. I will outline the test
in detail in the first several chapters. Please do not use old study
guides or review sheets that were used to prepare for prior tests;
these do not work anymore!
I hope this manual helps you in achieving the “perfect 5.” That
score is sitting out there, waiting for you to reach for it.
INTRODUCTION: 5-STEP
PROGRAM
The Basics
This guide provides you with the specific format of the AP U.S.
History exam, three sample AP U.S. History tests, and a
comprehensive review of major events and themes in U.S. history.
After each review chapter, you will find a list of the major concepts,
a time line, and several review multiple-choice and short-answer
questions.
Reading this guide is a great start to getting the grade you want
on the AP U.S. History test, but it is important to read on your own
as well. Several groups of students who have all gotten a 5 on the
test maintain that the key to success is to read as much as you
possibly can on U.S. history.
Reading this guide will not guarantee you a 5 when you take the
U.S. History exam in May. However, by carefully reviewing the format
of the exam and the test-taking strategies provided for each section,
you will definitely be on your way! The review section that outlines
the major developments of U.S. history should augment what you
have learned from your regular U.S. history textbook. This book
won’t “give” you a 5, but it can certainly point you firmly in that
direction.
Organization of the Book

This guide conducts you through the five steps necessary to prepare
yourself for success on the exam. These steps will provide you with
many skills and strategies vital to the exam and the practice that will
lead you toward the perfect 5.
In this introductory chapter we will explain the basic five-step
plan, which is the focus of this entire book. The material in Chapter
1 will give you information you need to know about the AP U.S.
History exam. In Chapter 2 three different approaches will be
presented to prepare for the actual exam; study them all and then
pick the one that works best for you. Chapter 3 contains a practice
AP U.S. History exam; this is an opportunity to experience what the
test is like and to have a better idea of your strengths and
weaknesses as you prepare for the actual exam. Chapter 4 describes
historical skills and themes emphasized in the exam. Chapter 5
contains a number of tips and suggestions about the different types
of questions that appear on the actual exam. We will discuss ways to
approach the multiple-choice questions, the short-answer questions,
the document-based question (DBQ), and the long essay question.
Almost all students note that knowing how to approach each type of
question is crucial.
For some of you, the most important part of this manual will be
found in Chapters 6 through 30, which contain a review of U.S.
history from the European exploration of the Americas to the
presidency of Donald Trump in 2019. Undoubtedly, you have studied
much of the material included in these chapters. However, these
review chapters can help highlight certain important material that
you may have missed or forgotten from your AP History class. At the
end of each chapter, you will also find a list of the major concepts,
time line of important events discussed in the chapter, and multiple-
choice and short-answer review questions.
After these review chapters you will find two complete practice
exams, including multiple-choice questions, short-answer questions,
and essays. Correct answers and explanations for these answers are
also included. Take one of the exams and evaluate your success;
review any material that you had trouble with. Then take the second
exam and use the results to guide your additional study. At the back
of the manual is a glossary that defines all of the boldface words
found in the review chapters. Use this to find the meaning of a
specific term you might be unfamiliar with; some students find
reviewing the entire glossary a useful method of reviewing for the
actual exam.
Five-Step Program
Step 1: Set Up Your Study Program

In Step 1, you will read a brief overview of the AP U.S. History
exam, including an outline of the topics that might be covered on
the test itself. You will also follow a process to help determine which
of the following preparation programs is right for you:
• Full school year: September through May
• One semester: January through May
• Six weeks: Basic Training for the Exam
Step 2: Determine Your Test Readiness

Step 2 provides you with a diagnostic exam to assess your current
level of understanding. This exam will let you know about your
current level of preparedness and on which areas and periods you
should focus your study.
• Take the diagnostic exam slowly and analyze each question. Do
not worry about how many questions you get right. Hopefully the
exam will boost your confidence.
• Review the answers and explanations following the exam, so that
you see what you do and do not yet fully know and understand.
Step 3: Develop Strategies for Success

Step 3 provides strategies and techniques that will help you do your
best on the exam. These strategies cover the multiple-choice, the
short-answer, and the two different essay parts of the test. These
tips come from discussions with both AP U.S. History students and
teachers. In this section you will:
• Learn the skills and themes emphasized in the exam.
• Learn how to read and analyze multiple-choice questions.
• Learn how to answer multiple-choice questions, including
whether or not to guess.
• Learn how to respond to short-answer questions.
• Learn how to plan and write both types of essay questions.
Step 4: Review the Knowledge You Need to

Score High
Step 4 makes up the majority of this book. In this step you will
review the important names, dates, and themes of American history.
Obviously, not all of the material included in this book will be on the
AP exam. However, this book is a good overview of the content
studied in a “typical” AP U.S. History course. Some of you are
presently taking AP courses that cover more material than is
included in this book; some of you are in courses that cover less.
Nevertheless, thoroughly reviewing the material in the content
section of this book will significantly increase your chance of scoring
well.
Step 5: Build Your Test-Taking Confidence

In Step 5, you will complete your preparation by taking two
complete practice exams and examining your results on them. It
should be noted that the practice exams included in this book do not
include questions taken from actual exams; however, these practice
exams do include questions that are very similar to the “real thing.”
Graphics Used in This Book

To emphasize particular skills and strategies, we use several icons
throughout this book. An icon in the margin will alert you that you
should pay particular attention to the accompanying text. We use
three icons:
The first icon points out a very important concept or fact that you
should not pass over.
The second icon calls your attention to a problem-solving

strategy that you may want to try.
The third icon indicates a tip that you might find useful.
Boldface words indicate terms that are included in the glossary

at the end of the book. Boldface is also used to indicate the answer
to a sample problem discussed in the test. Throughout the book, you
will find marginal notes, boxes, and starred areas. Pay close
attention to these areas because they can provide tips, hints,
strategies, and further explanations to help you reach your full
potential.
STEP 1
Set Up Your Study Program
CHAPTER 1 What You Need to Know About the AP U.S.

History Exam
CHAPTER 2 Preparing for the AP U.S. History Exam
CHAPTER 1
What You Need to Know About

the AP U.S. History Exam
IN THIS CHAPTER
Summary: Learn about the test, what’s on it, how it’s scored, and
what benefits you can get from taking it.
Key Ideas
Most colleges will award credit for a score of 4 or 5. Even if you
don’t do well enough on the exam to receive college credit,
college admissions officials like to see students who have
challenged themselves and experienced the college-level
coursework of AP courses.
Since 2015, the exam has had a new format. The new exam de-
emphasizes the simple memorization of historical facts. Instead,
you have to demonstrate an ability to use historical analytical
skills and think thematically across time periods in American
history.
In addition to multiple-choice and short-answer questions, the test
contains a DBQ (document-based question) and one long essay
question.
Advanced Placement Program

The Advanced Placement (AP) program was begun by the College
Board in 1955 to administer standard achievement exams that would
allow highly motivated high school students the opportunity to earn
college credit for AP courses taken in high school. Today there are
38 different AP courses and exams, with well over 5 million exams
administered each May.
There are numerous AP courses in the social studies besides U.S.
History, including European History, World History, U.S. Government
and Politics, Comparative Government, Psychology, and Micro and
Macro Economics. The majority of students who take AP courses and
exams are juniors and seniors; however, some schools offer AP
courses to freshmen and sophomores (AP U.S. History is usually not
one of those courses). It is not absolutely necessary to be enrolled
in an AP class to take the exam in a specific subject; there are rare
cases of students who study on their own for a particular AP
examination and do well.
Who Writes the AP Exams? Who Scores Them?

AP exams, including the U.S. History exam, are written by
experienced college and secondary school teachers. All questions on
the AP exams are field tested before they actually appear on an AP
exam. The group that writes the history exam is called the AP U.S.
History Development Committee. This group constantly reevaluates
the test, analyzing the exam as a whole and on an item-by-item
basis.
As noted in the preface, the AP U.S. History exam has undergone
a substantial transformation that took effect beginning with the 2015
test. New revisions were made to the 2018 exam. The College Board
has conducted a number of institutes and workshops to ensure that
teachers across the United States are well qualified to assist
students in preparing for this new exam.
The multiple-choice section of each AP exam is graded by
computer, but the free-response questions are scored by humans. A
number of college and secondary school teachers of U.S. History get
together at a central location in early June to score the free-
response questions of the AP U.S. History exam administered the
previous month. The scoring of each reader during this procedure is
carefully analyzed to ensure that exams are being evaluated in a fair
and consistent manner.
AP Scores
Once you have taken the exam and it has been scored, your raw
scores will be transformed into an AP grade on a 1-to-5 scale. A
grade report will be sent to you by the College Board in July. When
you take the test, you should indicate the college or colleges that
you want your AP scores sent to. The report that the colleges
receive contains the score for every AP exam you took this year and
the grades that you received on AP exams in prior years. In addition,
your scores will be sent to your high school. (Note that it is possible,
for a fee, to withhold the scores of any AP exam you have taken
from going out to colleges. See the College Board website for more
information.)
As noted above, you will be scored on a 1-to-5 scale:
• 5 indicates that you are extremely well qualified. This is the
highest possible grade.
• 4 indicates that you are well qualified.
• 3 indicates that you are qualified.
• 2 indicates that you are possibly qualified.
• 1 indicates that you are not qualified to receive college credit.
Benefits of the AP Exam

If you receive a score of a 4 or a 5, you can most likely get actual
college credit for the subject that you took the course in; a few
colleges will do the same for students receiving a 3. Colleges and
universities have different rules on AP scores and credit, so check
with the college or colleges that you are considering to determine
what credit they will give you for a good score on the AP History
exam. Some colleges might exempt you from a freshman-level
course based on your score even if they don’t grant credit for the
score you received.
The benefits of being awarded college credits before you start
college are significant: You can save time in college (by skipping
courses) and money (by avoiding paying college tuition for courses
you skip). Almost every college encourages students to challenge
themselves; if it is possible for you to take an AP course, do it! Even
if you do not do well on the actual test—or you decide not to take
the AP test—the experience of being in an AP class all year can
impress college admissions committees and help you prepare for the
more academically challenging work of college.
AP U.S. History Exam
Achieving a good score on the AP U.S. History exam will require you
to do more than just memorize important dates, people, and events
from America’s history. To get a 4 or a 5 you have to demonstrate an
ability to master primary and secondary sources, construct an
argument, and utilize specific historical analytical skills when
studying history. In addition, you will be asked to demonstrate your
ability to think thematically and evaluate specific historical themes
across time periods in American history. Every question on the AP
U.S. History exam is rooted in these analytical skills and historical
themes. You’ll find more information about these analytical skills and
historical themes in Chapter 4.
As far as specific content, there is material that you need to
know from nine predetermined historical time periods of U.S. history.
For each of these time periods, key concepts have been identified.
You will be introduced to a concept outline for each of the historical
periods in your AP course. You can also find this outline at the
College Board’s AP U.S. History website. These concepts are
connected to the historical themes and analyzed using historical
analytical skills.
To do well on this exam you have to exhibit the ability to do
much of the work that “real” historians do. You must know major
concepts from every historical time period. You must demonstrate an
ability to think thematically when analyzing history, and you must
utilize historical thinking skills when doing all of this. The simple
memorization of historical facts is given less emphasis in the new
exam. This does not mean that you can ignore historical detail.
Knowledge of historical information will be crucial in explaining
themes in American history. Essentially this exam is changing the
focus of what is expected of AP U.S. History students. It is asking
you to take a smaller number of historical concepts and to analyze
these concepts very carefully. The ability to do this does not
necessarily come easily; one of the major functions of this book is to
help you “think like a historian.”
Periods of U.S. History

As noted earlier, U.S. history has been divided into specific time
periods for the purposes of the AP course. The creators of the AP
U.S. History exam have established the following nine historical
periods and have also determined approximately how much of the
year should be spent on each historical era:
• Period 1: 1491 to 1607. Approximately 5 percent of
instructional time should be spent on this period.
• Period 9: 1980 to present. Approximately 5 percent of
On the actual AP test that you will take:
• 5 percent of the exam will relate to issues concerning Period 1.
• 45 percent of the exam will relate to issues concerning Periods 2,
3, 4, and 5.
• 45 percent of the exam will relate to issues concerning Periods 6,
7, and 8.
• 5 percent of the exam will relate to issues concerning Period 9.
Many students are worried when their AP class doesn’t get to the
present day. As you can see, only 5 percent of the test is on material
after 1980; therefore, not making it all the way to Donald Trump will
not have a major impact on your score.
Structure of the AP U.S. History Exam

The AP U.S. History exam consists of two sections, each of which
contains two parts. You’ll be given 95 minutes to complete Section I,
which includes multiple-choice questions (Part A) and short-answer
questions (Part B). You’ll have 100 minutes to complete Section II,
which includes the document-based question (Part A) and the long
essay question (Part B). Here is the breakdown:
Section I
• Part A: 55 multiple-choice questions—55 minutes recommended
—40% of the exam score.
• Part B: Three short-answer questions—40 minutes recommended
—20% of the exam score. Questions 1 and 2 are required; you
can choose between 3 and 4. These questions will address one or
more of the themes that have been developed throughout the
course and will ask you to use historical thinking when you write
about these themes.
Section II
• Part A: One document-based question (DBQ)—60 minutes
(including a 15-minute reading period) recommended—25% of
the exam score. In this section, you will be asked to analyze and
use a number of primary-source documents as you construct a
historical argument.
• Part B: One long essay question—40 minutes recommended—
15% of the exam score. You will be given a choice between three
options, addressing periods 1–3, 4–6, or 7–9. It will be critical to
use historical analytical skills when writing your response.
This presents an overview. There will be more information about
the different components of the exam later in this book.
Taking the AP U.S. History Exam
Registration and Fees
If you are enrolled in AP U.S. History, your teacher or guidance
counselor is going to provide all of these details. However, you do
not have to enroll in the AP course to take the AP exam. When in
doubt, the best source of information is the College Board’s website:
www.collegeboard.com.
There are also several other fees required if you want your scores
rushed to you or if you wish to receive multiple score reports.
Students who demonstrate financial need may receive a refund to
help offset the cost of testing.
Night Before the Exam
Last-minute cramming of massive amounts of material will not help

you. It takes time for your brain to organize material. There is some
value to a last-minute review of material. This may involve looking at
the fast-review portions of the chapters or looking through the
glossary. The night before the test should include a light review and
various relaxing activities. A full night’s sleep is one of the best
preparations for the test.
What to Bring to the Exam
Here are some suggestions:

• Several pencils and an eraser that does not leave smudges.
• Several black pens (for the essays).
• A watch so that you can monitor your time. The exam room may
or may not have a clock on the wall. Make sure you turn off the
beep that goes off on the hour.
• Your school code.
• Your driver’s license, Social Security number, or some other ID, in
case there is a problem with your registration.
• Tissues.
• Something to drink—water is best.
• A quiet snack.
• Your quiet confidence that you are prepared.
What Not to Bring to the Exam
It’s a good idea to leave the following items at home or in the car:
• Your cell phone and/or other electronic devices.
• Books, a dictionary, study notes, flash cards, highlighting pens,
correction fluid, a ruler, or any other office supplies.
• Portable music of any kind (although you will probably want to
listen as soon as you leave the testing site!).
• Panic or fear. It’s natural to be nervous, but you can comfort
yourself that you have used this book and that there is no need
for fear on your exam.
Day of the Test

Once the test day has arrived, there is nothing further you can do.
Do not worry about what you could have done differently. It is out of
your hands, and your only job is to answer as many questions
correctly as you possibly can. The calmer you are, the better your
chances are of doing well.
Follow these simple commonsense tips:
• Allow plenty of time to get to the test site.
• Wear comfortable clothing.
• Eat a light breakfast and/or lunch.
• Think positive. Remind yourself that you are well prepared and
that the test is an enjoyable challenge and a chance to share your
knowledge.
• Be proud of yourself !
CHAPTER 2
Preparing for the AP U.S. History

Exam
IN THIS CHAPTER
Summary: The right preparation plan for you depends on your
study habits and the amount of time you have before the test. This
chapter provides some examples of plans you can use or adapt to
your needs.
Key Ideas
Choose the study plan that is right for you.
Begin to prepare for the AP exam at the beginning of the school
year. Developing historical analytical skills, evaluating themes in
U.S. history, and studying important concepts take far more time
and effort than simply memorizing facts. The sooner you begin
preparing for the test, the better.
Getting Started
You have made the decision to take AP U.S. History. Enjoy! You will
be exposed to all of the fascinating stories that make up U.S. history.
To be successful in this course, you will have to work much harder
than you would in a “regular” high school U.S. history course. You
will be required to read more, including reading and analyzing a
wide variety of primary source documents throughout the year. In
addition, you will be required to utilize historical thinking, to analyze
history in a thematic way, and to be knowledgeable of specific
concepts that help guide the study of American history. It cannot be
stressed enough that the examination for this course that you will
take in May is not a test that will simply measure what you “know”
about U.S. history; instead, it is an examination that tests your
ability to analyze major events, concepts, and themes in American
history utilizing specific historical analytical skills.
Being able to utilize historical analytical skills, study history
thematically, and develop conceptual thinking are not skills that
develop overnight. In fact, it is difficult to develop these skills in the
context of one specific course. If you are reading this before you are
actually enrolled in an AP U.S. History course, you may want to take
the most challenging history courses you can before you take AP
U.S. History. Try to think conceptually in any history course that you
take; it involves integrating historical facts into larger interpretive
themes.
Creating a Study Plan

As has already been noted several times, preparing for this exam
involves much more than just memorizing important dates, names,
and events that are important in U.S. history. Developing historical
analytical skills, evaluating themes in U.S. history, and studying
important concepts take far more time and effort than simply
memorizing facts. Therefore, it is strongly suggested that you take a
year-long approach to studying and preparing for the test.
However, for some students this is not possible. Therefore, some
suggestions for students who have only one semester to prepare for
the exam and students who have only six weeks to prepare for the
exam are included. In the end, it is better to do some systematic
preparation for the exam than to do none at all.
Study Groups
Many students who have gotten a 5 on the U.S. History exam
reported that working in a study group was an important part of the
successful preparation that they did for the test. In an ideal setting,
three to five students get together, probably once a week, to review
material that was covered in class the preceding week and to
practice historical, thematic, and conceptual thinking. If at all
possible, do this! A good suggestion is to have study groups set a
specific time to meet every week and stick to that time. Without a
regular meeting time, study groups usually meet fewer times during
the year, often cancel meetings, and so on.
THREE PLANS FOR TEST PREPARATION
Plan A: Yearlong Preparation for the AP U.S.

History Exam
This is the plan we highly recommend. Besides doing all of the
readings and assignments assigned by your teacher, also do the
following activities. (Check off the activities as you complete them.)
Another random document with
no related content on Scribd:
Sireno anduuo perdido por la
hermosa pastora Diana? La otra
le respondio: esta sin duda debe
ser: porque junto a vna fuente,
que está cerca de este prado, me
dizen que fue la despedida de los
dos digna de ser para siempre
celebrada, segun las amorosas
razones que entre ellos passaron.
Cuando Sireno esto oyó quedó
fuera si en uer que las tres
nimphas tuuiessen noticia de sus
desuenturas. Y prosiguiendo
Cinthia dixo: Y en esta misma
ribera ay otras muy hermosas
pastoras y otros pastores
enamorados, adonde el amor ha
mostrado grandissimos effectos, y
algunos muy al contrario de lo
que se esperaua. La tercera, que
Polidora se llamaua, le respondio:
cosa es essa de que yo no me
espantaria, porque no ay
successo en amor por auieso que
sea, que ponga espanto a los que
por estas cosas han passado.
Mas dime, Dorida, ¿cómo sabes
tú de essa despedida? Selo (dixo
Dorida) porque al tiempo que se
despidieron junto a la fuente que
digo lo oyó Celio, que desde
encima de un roble les estaria
acechando, y la puso toda al pie
de la letra en uerso, de la misma
manera que ella passó; por esso
si me escuchays, al son de mi
instrumento pienso cantalla.
Cinthia le respondio: hermosa
Dorida, los hados te sean
fauorables, como nos es alegre tu
gracia y hermosura, y no menos
sera oyrte cantar cosa tanto para
saber. Y tomando Doria su harpa,
començo a cantar desta manera:
Canto de la nimpha.
Ivnto a una uerde ribera,

de arboleda singular,
donde para se alegrar
otro que mas libre fuera,
hallara tiempo y lugar:
Sireno, un triste pastor,
recogia su ganado,
tan de ueras lastimado
quanto burlando el amor
descansa el enamorado.
Este pastor se moria
por amores de Diana,
una pastora loçana
que en hermosura excedia
la naturaleza humana,
la qual jamas tuuo cosa
que en si no fuese estremada,
pues ni pudo ser llamada
discreta, por no hermosa:
ni hermosa por no auisada.
No era desfauorecido,
que a serlo quiça pudiera
con el uso que tuuiera,
suffrir despues de partido,
lo que de absencia sintiera:
Que el coraçon desusado,
de suffrir pena, o tormento,
si no sobra entendimiento,
qualquier pequeño cuydado
le cautiua el suffrimiento.
Cabe un rio caudaloso,
Ezla por nombre llamado,
andaua el pastor cuytado
de absencia muy temeroso,
repastando su ganado:
Y a su pastora aguardando
está con graue passion,
que estaua aquella sazon
su ganado apacentando
en los montes de Leon.
Estaua el triste pastor
en quanto no parescia,
imaginando aquel dia
en que el falso dios de Amor
dio principio a su alegria:
Y dize viendose tal:
el bien que el amor me ha
dado
ymagino yo cuytado,
porque este cercano mal
lo sienta despues doblado.
El sol por ser sobre tarde
con su fuego no le offende,
mas el que de amor depende,
y en el su coraçon arde
mayores llamas enciende.
La passion lo combidaua,
la arboleda le mouia,
el rio parar hazia,
el ruyseñor ayudaua
a estos uersos que dezia.
Cancion de Sireno.
Al partir llama partida

el que no sabe de amor,
mas yo le llamo un dolor
que se acaba con la uida.
Y quiera Dios que yo pueda
esta uida sustentar,
hasta que llegue al lugar
donde el coraçon me queda;
porque el pensar en partida
me pone tan gran pauor
que a la fuerça del dolor
no podra esperar la uida.
Esto Sireno cantaua
y con su rabel tañia,
tan ageno de alegria,
quel llorar non le dejaua
pronunciar lo que dezia.
Y por no caer en mengua
si le estorua su passion,
accento, o pronunciacion,
lo que empezaua la lengua
acabaua el coraçon.
Ya despues que vuo
cantado,
Diana vió que venia
tan hermosa, que vestia
de nueua color el prado,
donde sus ojos ponia.
Su rostro como vna flor,
y tan triste que es locura
pensar que humana criatura
juzgue qual era mayor,
la tristeza o hermosura.
Muchas uezes se paraua
bueltos los ojos al suelo,
y con tan gran desconsuelo
otras uezes los alçaua
que los incaua en el cielo:
Diziendo con más dolor,
que cabe en entendimiento:
pues el bien trae tal
descuento,
de oy más bien puedes, amor,
guardar tu contentamiento.
La causa de sus enojos
muy claro alli la mostraua;
si lagrimas derramaua
preguntenlo a aquellos ojos
con que a Sireno mataua.
Si su amor era sin par,
su ualor no lo encubria,
y si la absencia temia
pregúntelo a este cantar
que con lagrimas dezia:
Cancion de Diana
No me diste, o crudo amor

el bien que tuue en presencia,
sino porque el mal de
absencia
me parezca muy mayor.
Das descanso, das reposo,
no por dar contentamiento,
mas porque esté el
suffrimiento
algunos tiempos ocioso.
Ved qué inuenciones de amor
darme contento en presencia,
porque no tenga en absencia
reparo contra el dolor.
Siendo Diana llegada
donde sus amores uio,
hablar quiso y no habló[1240],
y el triste no dixo nada,
aunque el hablar cometio:
Quanto auia que hablar,
en los ojos lo mostrauan,
mostrando lo que callauan,
con aquel blando mirar
con que otras uezes hablauan.
Ambos juntos se sentaron,
debaxo un myrtho florido,
cada uno de otro uencido
por las manos se tomaron,
casi fuera de sentido:
Porque el plazer de mirarse,
y el pensar presto no uerse,
los hazen enternescerse
de manera que a hablarse,
ninguno pudo atreuerse,
Otras uezes se topauan
en esta uerde ribera,
pero muy de otra manera
el toparse celebrauan,
que esta que fue la postrera:
Estraño effecto de amor
verse dos que se querian,
todo quanto ellos podian
y recebir mas dolor,
que al tiempo que no se uian.
Via Sireno llegar
el graue dolor de absencia,
ni alli le basta paciencia,
ni alcança para hablar
de sus lagrimas licençia.
A su pastora miraua,
su pastora mira a él,
y con un dolor cruel
la habló, mas no hablaua
que el dolor habla por él.
¿Ay, Diana, quien dixera,
que quando yo más penara
que ninguno imaginara,
en la hora que te uiera
mi alma no descansara?
¿En qué tiempo y qué sazon,
creyera (señora mia)
que alguna cosa podria
causarme mayor passion
que tu presencia alegria?
¿Quién pensara que estos
ojos
algun tiempo me mirassen,
que, señora, no atajassen,
todos los males y enojos
que mis males me causassen?
Mira, señora, mi suerte,
si ha traydo buen rodeo;
que si antes mi desseo
me hizo morir por uerte,
ya muero porque te veo.
Y no es por falta de amarte,
pues nadie estuuo tan firme,
mas por porque suelo uenirme
a estos prados a mirarte,
y aora uengo a despedirme:
Oy diera por no te uer,
aunque no tengo otra uida,
esta alma de ti uencida
solo por entretener
el dolor de la partida.
Pastora, dame licencia
que diga que mi cuydado
sientes en el mismo grado,
que no es mucho en tu
presencia
mostrarme tan confiado.
Pues Diana, si es asi,
¿cómo puedo yo partirme?
¿o tú cómo dexas yrme?
¿o cómo uengo yo aqui
sin empacho a despedirme?
Ay Dios, ay pastora mia,
¿cómo no ay razon que das
para de ti me quexar?
¿y cómo tú cada dia
la ternás de me oluidar?
No me hazes tú partir
esto tambien lo dire,
menos lo haze mi fe:
y si quisiesse dezir
quien lo haze: no lo sé.
Lleno de lagrimas tristes,
y a menudo sospirando
estaua el pastor hablando
estas palabras que oystes,
y ella las oye llorando:
a responder se offrescio,
mil uezes lo cometia,
mas de triste no podia
y por ella respondio
el amor que le tenía.
A tiempo estoy, o Sireno,
que dire mas que quisiera:
que aun que mi mal
s'entendiera
tuuiera, pastor, por bueno,
el callarlo, si pudiera.
Mas ay de mí desdichada,
uengo a tiempo a descubrillo,
que ni aprovecha dezillo
para escusar mi jornada,
ni para yo despidillo.
¿Porqué te uas, di, pastor,
porqué me quieres dexar
donde el tiempo y el lugar,
y el gozo de nuestro amor,
no se me podra oluidar?
¿Que sentiré, desdichada,
llegando a este ualle ameno,
cuando diga: ¡ah tiempo
bueno,
aqui estuue yo sentada,
hablando con mi Sireno!
Mira si será tristeza,
no uerte, y uer este prado,
de arboles tan adornado,
y mi nombre en su corteza,
por tus manos señalado:
o si aurá igual dolor,
que el lugar adó me uiste,
uerle tan solo, y tan triste,
donde con tan gran temor
tu pena me descubriste.
Si esso duro coraçon
se ablanda para llorar
¿no se podria ablandar
para uer la sin razon,
que hazes en me dexar?
Oh, no llores, mi pastor,
que son lagrimas en uano;
y no esta el seso muy sano
de aquel que llora el dolor,
si el remedio está en su mano.
Perdoname, mi Sireno,
si te offendo en lo que digo,
dexa me hablar contigo
en aqueste valle ameno,
do no me dexas comigo.
Que no quiero ni aun burlando
uerme apartada de ti:
¿No te uayas, quieres, di?
duelate ora uer llorando
los ojos con que te ui».
Volvio Sireno a hablar,
dixo: ya deues sentir
si yo me quisiera yr,
mas tú me mandas quedar,
y mi uentura partir.
Viendo tu gran hermosura,
estoy, señora, obligado,
a obedecer te de grado;
mas triste, que a mi uentura
he de obedeçer forçado.
Es la partida forçada,
pero no por causa mia,
que qualquier bien dexaria
por uerte en esta majada,
do ui el fin de mi alegria.
Mi amo aquel gran pastor,
es quien me haze partir,
a quien presto uea uenir
tan lastimado de amor,
como yo me siento yr.
Oxala estuuiera aora,
porque tú fueras seruida,
en mi mano mi partida
como en la tuya, señora,
está mi muerte y mi uida.
Mas creeme que es muy en
uano,
segun contino me siento
passarte por pensamiento
que pueda estar en mi mano,
cosa que me dé contento.
Bien podria yo dexar
mi rebaño y mi pastor,
y buscar otro señor:
mas si el fin voy a mirar
no conuiene a nuestro amor:
Que dexan lo este rebaño,
y tomando otro qualquiera,
dime tú de que manera
podré uenir sin tu daño
por esta uerde ribera:
Si la fuerça desta llama
me detiene, es argumento
que pongo en ti el
pensamiento:
y uengo a uender tu fama,
señora, por mi contento.
Si dizen que mi querer
en ti lo puedo emplear,
a ti te uiene a dañar
¿que yo qué puedo perder?
¿o tú qué puedes ganar?
La pastora a esta sazon
respondió con gran dolor:
Para dexarme, pastor,
¿cómo has hallado razon,
pues que no la ay en amor?
Mala señal es hallarse,
pues vemos por esperiencia,
que aquel que sabe en
presencia
dar desculpa de absentarse,
sabra suffrir el absencia.
Ay triste, que pues te uas,
no sé qué será de ti,
ni sé que será de mi,
ni si allá te acordaras,
que me uiste o que te ui?
Ni sé si recibo engaño,
en auerte descubierto
este dolor que me ha muerto:
mas lo que fuere en mi daño,
esto sera lo más cierto.
No te duelan mis enojos,
vete, pastor, a embarcar,
passa de presto la mar,
pues que por la de mis ojos
tan presto puedes passar.
Guardete Dios de tormenta,
Sireno mi dulce amigo,
y tenga siempre contigo
la fortuna mejor cuenta,
que tú la tienes comigo.
Muero en uer que se
despiden
mis ojos de su alegria,
y es tan grande el agonia
que estas lagrimas me
impiden
dezirte lo que queria.
Estos mis ojos, zagal,
antes que cerrados sean
ruego yo a Dios que te uean;
que aunque tú causas su mal
ellos no te lo dessean.
Respondió: señora mia,
nunca viene solo vn mal,
y vn dolor aunque mortal
siempre tiene compañia,
con otro mas principal.
Y assi uerme yo partir
de tu vista y de mi uida,
no es pena tan desmedida,
como verte a ti sentir
tan de veras mi partida.
Mas si yo acaso oluidare
los ojos en que me vi,
oluidese Dios de mi,
o si en cosa imaginare,
mi señora, si no en ti.
Y si agena hermosura
causare en mí mouimiento,
por vna hora de contento
me trayga mi desuentura
cien mil años de tormento.
E si mudare mi fe
por otro nueuo cuydado,
cayga del mejor estado
que la fortuna me dé
en el más desesperado.
No me encargues la venida,
muy dulce señora mia,
porque assaz de mal sería
tener vo en algo la uida
fuera de tu compañia.
Respondiole: oh mi Sireno,
si algun tiempo te oluidare,
las yeruas que yo pisare
por aqueste ualle ameno
se sequen quando passare.
Y si el pensamiento mio
en otra parte pusiere,
suplico a Dios que si fuere
con mis ouejas al rio
se seque quando me uiere.
Toma, pastor, vn cordon
que hize de mis cabellos,
porque se te acuerde en uellos
que tomaste possession
de mi coraçon y dellos.
Y este anillo as de lleuar
do estan dos manos asidas,
que aunque se acaben las
uidas,
no se pueden apartar
dos almas que estan vnidas.
Y él dixo: que te dexar
no tengo, si este cayado
y este mi rabel preciado,
con que tañer y cantar
me uias por este prado:
Al son dél, pastora mia,
te cantaua mis canciones,
contando tus perfecciones,
y lo que de amor sentia
en dulces lamentaciones.
Ambos a dos se abraçaron,
y esta fue la uez primera,
y pienso fue la postrera
porque los tiempos mudaron
el amor de otra manera.
E aunque a Diana le dio
pena rauiosa y mortal
la ausencia de su zagal,
en ella misma halló
el remedio de su mal.
Acabó la hermosa Dorida el

suaue canto, dexando admiradas
á Cinthia y Polidora en uer que
una pastora fuesse vaso donde
amor tan encendido pudiesse
caber. Pero tambien lo quedaron
de imaginar cómo el tiempo auia
curado su mal, paresciendo en la
despedida sin remedio. Pues el
sin uentura Sireno en quanto la
pastora con el dulce canto
manifestaua sus antiguas cuytas
y sospiros, no dexaua de darlos
tan a menudo, que Seluagia y
Syluano eran poca parte para
consolalle, porque no menos
lastimado estaua entonces, que al
tiempo que por él avian passado.
Y espantose mucho de uer que
tan particularmente se supiesse lo
que con Diana passado auia.
Pues no menos admiradas
estaban Seluagia, y Syluano, de
la gracia con que Dorida cantaua
y tañia. A este tiempo las
hermosas nimphas, tomando
cada una su instrumento, se yuan
por el uerde prado adelante, bien
fuera de sospecha de podelles
acaecer lo que aora oyreys. E fue,
que auiendose alexado muy poco
de adonde los pastores estauan,
salieron de entre unas retamas
altas, a mano derecha del
bosque, tres saluages, de extraña
grandeza y fealdad. Venían
armados de coseletes y celadas
de cuero de tigre. Eran de tan fea
catadura, que ponian espanto, los
coseletes trayan por braçales
unas bocas de serpientes, por
donde sacauan los braços que
gruessos y uellosos parescian, y
las celadas uenian a hazer
encima de la frente unas
espantables cabeças de leones,
lo demas trayan desnudo,
cubierto de espesso y largo uello,
unos bastones herrados de muy
agudas puntas de azero. Al cuello
trayan sus arcos, y flechas, los
escudos eran de unas conchas de
pescado muy fuerte. E con una
increyble ligereza arremeten a
ellas diziendo: a tiempo estays, o
ingratas y desamoradas Nimphas,
que os obligaua la fuerça a lo que
el amor no os ha podido obligar,
que no era justo que la fortuna
hiziesse tan grande agrauio á
nuestros captiuos coraçones
como era dilatalles tanto su
remedio. En fin tenemos en la
mano el galardon de los sospiros,
con que a causa uuestra,
importunauamos las aues, y
animales de la escura y
encantada selua donde
habitamos, y de las ardientes
lagrimas con que haziamos
crescer el impetuoso, y turbio rio
que sus temerosos campos ua
regando. E pues para que
quedeys con las uidas, no teneys
otro remedio, sino dalle, a nuestro
mal, no deys lugar a que nuestras
crueles manos tomen uengança
de la que de nuestros affligidos
coraçones aueys tomado. Las
nimphas con el subito sobresalto,
quedaron tan fuera de si, que no
supieron responder a las
soberuias palabras que oyan, sino
con lagrimas. Mas la hermosa
Dorida, que más en si estaua que
las otras, respondió: Nunca yo
pense que el amor pudiera traer a
tal estremo a un amante, que
viniesse a las manos con la
persona amada. Costumbre es de
couardes tomar armas contra las
mugeres: y en un campo donde
no hay quien por nosotras puede
responder, sino es nuestra razon.
Mas de una cosa (ó crueles)
podeys estar seguros, y es, que
nuestras amenazas no nos harán
perder un punto de lo que a
nuestra honestidad deuemos, y
que más facilmente os dexaremos
la uida en las manos, que la
honra. Dorida (dixo uno dellos) a
quien de mal tratarnos ha tenido
poca razon no es menester
escuchalle alguna. E sacando el
cordel al arco que al cuello traya,
le tomó sus hermosas manos, y
muy descomedidamente se las
ató, y lo mismo hizieron sus
compañeros a Cinthia y a
Polidora. Los dos pastores y la
pastora Seluagia, que atonitos
estauan de lo que los saluages
hazian, uiendo la crueldad con
que a las hermosas nimphas
tratauan, y no pudiendo suffrillo,
determinaron de morir o
defendellas. E sacando todos tres
sus hondas proueydos sus
zurrones de piedras salieron al
uerde prado, y comiençan a tirar a
los saluages, con tanta maña y
esfuerço, como si en ello les fuera
la uida. E pensando occupar a los
saluages, de manera que en
quanto ellos se defendian, las
nimphas se pusiessen en saluo,
les dauan la mayor priessa que
podian, mas los saluages
recelosos de lo que los pastores
imaginauan, quedando el uno en
guarda de las prisioneras, los dos
procurauan herirlos ganando
tierra. Pero las piedras eran
tantas, y tan espessas, que se lo
defendian. De manera que en
quanto las piedras los duraron,
los saluages lo passaban mal,
pero como despues los pastores
se occuparon en baxarse por
ellas, los saluages se les
allegauan con sus pesados
alfanges en las manos, tanto que
ya ellos estauan sin esperança de
remedio. Mas no tardó mucho que
de entre la espessura del bosque,
junto a la fuente donde cantauan,
salio una pastora de tan grande
hermosura y disposicion, que los
que la uieron quedaron
admirados. Su arco tenia colgado
del braço yzquierdo y vna aljaua
de saetas al hombro, en las
manos un baston de syluestre
enzina, en el cabo del qual auia
una muy larga punta de azero.
Pues como assi uiesse las tres
Nimphas, la contienda entre los
dos saluages, y los pastores, que
ya no esperauan, sino la muerte,
poniendo con gran presteza vna
aguda saeta en su arco, con tan
grandissima fuerza y destreza la
despidio, que al uno de los
saluages se la dexó escondida en
el duro pecho. De manera que la
de amor, que el coraçon le
traspassaua, perdio su fuerça, y
el saluage la uida a bueltas della.
Y no fue perezosa en poner otra
saeta en su arco, ni menos
diestra en tiralla, pues fue de
manera, que acabó con ella las
passiones enamoradas del
segundo saluage, como las del
primero auia acabado. Y
queriendo tirar al tercero, que en
guarda de las tres Nimphas
estaua, no pudo tan presto
hazello, que él no se uiniesse a
juntar con ella, queriendo la herir
con su pesado alfange. La
hermosa pastora alçó el baston, y
como el golpe descargasse sobre
las barras del fino azero que
tenia, el alfange fue hecho dos
pedaços: y la hermosa pastora le
dio tan gran golpe con su baston,
por encima de la cabeça, que le
hizo arrodillar y yuntandole[1241]
con la azerada punta a los ojos,
con tan gran fuerça le apreto, que
por medio de los sesos se lo
passó a la otra parte: y el feroz
saluage dando vn espantable
grito, cayó muerto en el suelo.
Las nimphas viendose libres de
tan gran fuerça, y los pastores y
pastora de la muerte de la qual
muy cerca estauan: y viendo
cómo por el gran esfuerço de
aquella pastora, ansi vnos como
otros auian escapado, no podian
juzgarla por cosa humana. A esta
hora, llegandose la gran pastora a
ellas, las començo a desatar las
manos, diziendoles: No
merescian menos pena que la
que tienen, o hermosas nimphas,
quien tan lindas manos osaua
atar, que mas son ellas para atar
coraçones, que para ser atadas.
Mal ayan hombres tan soberuios,
y de tan mal conoscimiento, mas
ellos, señoras, tienen su pago, y
yo tambien le tengo en aueros
hecho este pequeño seruicio, y en
auer llegado a tiempo que a tan
gran sin razon pudiesse dar
remedio, aunque a estos
animosos pastores, y hermosa
pastora, no en menos se deue
tener lo que an hecho, pero ellos
y yo estamos muy bien pagados,
aunque en ello perdieramos la
vida, pues por tal causa se
auenturaua. Las nimphas
quedaron tan admiradas de su
hermosura y discrecion, como del
esfuerço que en su defensa auia
mostrado. E Dorida con un
gracioso semblante le respondió:
Por cierto, hermosa pastora, si
vos segun el animo y valentia que

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5 Steps to a 5: AP U.S.

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THE WORK IS PROVIDED “AS IS.” McGRAW-HILL EDUCATION AND

Cross-Platform Prep Course

STEP 1 Set Up Your Study Program

STEP 2 Determine Your Test Readiness

STEP 3 Develop Strategies for Success

STEP 4 Review the Knowledge You Need to Score High

STEP 5 Build Your Test-Taking Confidence

ELITE STUDENT EDITION 5 Minutes to a 5

So, you have decided to take AP U.S. History. Prepare to be

Organization of the Book

Step 1: Set Up Your Study Program

Step 2: Determine Your Test Readiness

Step 3: Develop Strategies for Success

Step 4: Review the Knowledge You Need to

Step 5: Build Your Test-Taking Confidence

Graphics Used in This Book

The second icon calls your attention to a problem-solving

Boldface words indicate terms that are included in the glossary

Set Up Your Study Program

CHAPTER 1 What You Need to Know About the AP U.S.

What You Need to Know About

Advanced Placement Program

Who Writes the AP Exams? Who Scores Them?

Benefits of the AP Exam

AP U.S. History Exam

Periods of U.S. History

Structure of the AP U.S. History Exam

Night Before the Exam

Last-minute cramming of massive amounts of material will not help

What to Bring to the Exam

Here are some suggestions:

What Not to Bring to the Exam

Day of the Test

Preparing for the AP U.S. History

Creating a Study Plan

THREE PLANS FOR TEST PREPARATION

Plan A: Yearlong Preparation for the AP U.S.

Ivnto a una uerde ribera,

Al partir llama partida

No me diste, o crudo amor

Acabó la hermosa Dorida el

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