5 Steps To A 5 Ap U S History 2022 Daniel P Murphy Full Chapter

5 Steps to a 5: AP U.S.
History 2022
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
Reasoning Skills, 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 (2001–2016)
The Presidency of George W. Bush
The Obama Presidency
President Obama’s Second Term
Chapter Review
Review Questions
31 A Tumultuous Presidency: The Trump Years
(2017–2021)
Domestic Affairs
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
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. 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 4 to 6 percent of
instructional time should be spent on this period.
• Period 9: 1980 to present. Approximately 4 to 6 percent of
On the actual AP test that you will take:
• 4 to 6 percent of the exam will relate to issues concerning Period
1.
• 36 to 59 percent of the exam will relate to issues concerning
Periods 2, 3, 4, and 5.
• 30 to 51 percent of the exam will relate to issues concerning
Periods 6, 7, and 8.
• 4 to 6 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
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There they found Laddie wide awake, sitting in the assembly room
of the station house, while several officers, who were on reserve
duty, were laughing and joking with him.
“He’s far from being asleep,” said Mr. North.
“I should say so!” agreed Mr. Bunker. “Laddie boy, what in the
world are you doing down here?” he asked the little fellow.
“I came down to find out about a riddle,” he answered.
“And he’s had us all guessing riddles ever since he walked in here
about an hour ago,” chuckled the police sergeant in charge of the
station. “He’s a great boy!”
“I didn’t perzactly come down here to ask riddles,” said Laddie.
“But I wanted to make up a riddle about a policeman to ask Farmer
Joel when I got to the farm, and I had to see a police station inside to
make up the riddle.”
“Well, did you make the riddle up?” asked the sergeant, with
another laugh. Life at the station was very often dull, and the men on
duty welcomed any little change.
“Yes, I got a riddle,” Laddie announced. “’Tisn’t very good, but
maybe I can think of a better one after a while. This is it. Why is a
police station like a candy shop?”
“Ha! Ha!” laughed the sergeant. “That may be a riddle, but I can’t
see it. Nothing could be more different than a candy store and this
police station.”
“Yes, there’s something alike in each of them,” went on Laddie.
“Do you all give up?” he asked. “Can you tell why a police station is
like a candy shop?”
“Is it because when people are brought here they have to stick?”
asked Adam.
“Ha! Ha! That’s pretty good!” laughed the sergeant. “I’d never think
of that myself! Pretty good! A police station is like a candy shop
because people have to stick here! And it’s true! They do have to
stick if we arrest them and put them in a cell. And if there’s sticky
candy on the floor of a candy shop they’d stick there. Pretty good!”
“No, that isn’t the reason,” said Laddie. “Listen. I’ll tell you. A police
station is like a candy shop because it’s full of sticks. Sticks, you
know—the policemen’s clubs. They’re like sticks of candy, you
know!”
“Ha! Ha!” laughed the sergeant again. “That’s pretty good! I must
remember that to tell the captain. Well, good night to you,” he added,
as Mr. Bunker led Laddie out, thanking the sergeant and his men for
having entertained and kept the little boy.
On the way home in the automobile Mr. Bunker said Laddie should
not have slipped off and gone down the street to the police station
without telling some one about it.
“We were all worried, Laddie,” went on his father.
“I’m sorry,” the little fellow said. “I won’t do it again. But I got to
thinking I could make up a good riddle about a policeman, and I
thought it would be better if I could see one before I made the riddle,
so I just went.”
“Well, it’s a pretty good riddle—I’ll say that,” chuckled Adam North.
“Maybe you can make up some about the farm when you get there.
Farmer Joel likes jokes and riddles.”
“I’ll make up a lot of them for him,” kindly offered Laddie, as if he
had a stock of riddles constantly on hand and could turn them out at
a moment’s notice.
“Oh, Laddie, you bad boy, where have you been?” asked his
mother when he reached home.
When they told her his riddle about the police station and candy
shop, she could not help laughing.
A few days after this everything was ready for the start to Farmer
Joel’s. Mr. Bunker had arranged to leave his real estate business in
charge of his men at the office, and Mrs. Bunker prepared to close
the house, taking Norah with her to cook at the farm.
The children’s clothing had been packed in valises and trunks, and
piled in the big auto truck which was filled with straw to make a
comfortable resting place for the six little Bunkers on their forty-mile
trip.
As I have told you, the children and their father would ride in the
big truck with Adam, and Mrs. Bunker would follow with Norah in the
touring car, the children’s mother doing the driving.
All was one grand excitement in the home of the six little Bunkers
when the morning came on which they were to leave for the farm.
Every one seemed to be talking at once, and certainly the children,
Violet especially, never seemed to have asked so many questions
before.
Laddie, too, was on the alert. He was working on a new riddle. He
spoke of it to Russ.
“It’s about a tree,” said Laddie.
“Oh, I know that old riddle,” Russ said. “You mean why is a tree
like a dog? Because it has a bark.”
“No, it isn’t that one,” Laddie said eagerly. “This is a new riddle.
Now I have it! What’s the difference between a tree and a bird? Can
you answer that?”
“Let me see now,” murmured Russ, who wanted to please his little
brother. “The difference between a bird and a tree. Well, one flies
and the other doesn’t.”
“Nope!” cried Laddie. “I’ll tell you. A tree leaves in the spring and a
bird leaves in the fall. See what I mean? A tree leaves in the spring
—the leaves come out. But a bird leaves in the fall. The bird leaves
the North and flies down South where it’s warm.”
“I don’t think that’s a very good riddle,” said Russ.
“Well, maybe I can think of a better one after a while,” Laddie
remarked cheerfully. He certainly was good-natured.
Now that the time of going to the farm had arrived, Violet was
eager to find out all about the animals. She fairly pestered Adam with
wanting to know things. She asked:
“How many chickens are there? How many cows? Did you ever
count the bees?”
“Count the bees? Good land, no!” laughed Adam. “There’s millions
of ’em and they never keep still long enough to be counted. Besides,
if I tried they might sting me.”
“Well,” said Vi, “are there any——”
“Violet, get in the truck and sit still,” ordered her mother firmly, and
Violet obeyed.
Everything was ready for the start. Mr. Bunker was counting the
children and the trunks and the satchels, to make sure none was
missing, when Rose asked:
“Where’s Margy?”
“Here she comes,” said Russ, as he noticed his little sister
appearing around the corner of the house.
“What in the world is she carrying?” asked Mr. Bunker.
And well might he inquire. For Margy was half dragging half
carrying a large pasteboard box which seemed alive, for it swayed
from side to side and seemed about to leap away.
“Margy, what have you there?” called her father.
Before she could answer the box gave a sudden lurch to one side,
Margy lost her balance, and down she went on the path in a heap,
the box tumbling over and over as if it had suddenly come to life.
What could it be?
CHAPTER VI
SOMETHING IN THE STRAW
Five little Bunkers, with their father, their mother, Norah, and Adam
North looked at one little Bunker in a queer plight. That one little
Bunker was Margy.
After her fall Margy rolled along the path a short distance, for she
was a round little girl, quite chubby and, as her father often said,
“about as broad as she was long.”
As Margy rolled along, the box she had been carrying also rolled.
There was nothing very strange in Margy’s rolling over and over
after a tumble. She often did that. So did the other little Bunkers. So,
also, do you if you are little and fat.
There was also nothing very strange in the box, which Margy had
been carrying, rolling over. That is, there would not have been
anything strange if the box had just rolled in one direction.
But it did not. It rolled this way and that way and the other way and
then it rolled this way again, in such a strange manner that Russ
cried:
“What in the world can be in that box to make it go that way?”
“It’s just as if it was alive!” said Rose.
“Maybe it’s a riddle!” suggested Laddie.
Mrs. Bunker had gone to Margy to pick her up. Beyond a scratch
or two and some bruises, together with some dust on her dress,
Margy was unharmed. She was used to cuts and bruises, so these
did not much matter. Nor did the dust.
Russ ran to pick up the queer, rolling box, calling out:
“What’s in it, Margy?”
Before she could answer there came from within the box, the
cover of which was fitted tightly on, a little yipping whine and bark.
“Oh, it’s a dog!” cried Mun Bun. “I want to see the dog!”
“Dog!” exclaimed Violet. “It must be a terribly little dog to be in a
box like that.”
“Margy, what have you in the box?” asked her father, as Russ was
trying to take off the cover.
“It’s a—now—a puppy!” answered Margy.
“A puppy!” cried the other five little Bunkers, while Margy’s mother
asked:
“Where did you get the puppy, Margy?”
“I went over to Tommy Baker’s house. His dog has some little
puppies, and I took one and put it in this box ’cause I want to take a
puppy with me to the farm,” Margy answered.
The others laughed.
By this time Russ had managed to get the cover off the box, and a
cute little puppy stuck his head out, and, with his tongue, began
licking Russ’s hands. I suppose that was the puppy’s way of telling
how glad he was to get out of the box.
“Oh, isn’t he sweet!” cried Rose.
“Could we keep him?” begged Violet.
“I love him an’ he’s my puppy!” announced Margy.
“Well, the next time you love a puppy don’t shut him up in a box
without any air, and don’t drop him so the box rolls and he turns
somersaults,” advised Daddy Bunker. “Russ, you run back to Mr.
Baker’s with the little dog, and tell him Margy didn’t really mean to
take it.”
“Oh, Daddy! can’t I keep it?” begged Margy.
“No, dear. It belongs to Tommy Baker. You’ll find animals enough
out at Farmer Joel’s, anyway,” said her mother, as Russ started back
with the puppy in his arms.
For a moment it seemed as if Margy would cry, but Mun Bun kept
her tears back by saying:
“It was awful funny when he did roll over and over in the box. I like
a puppy to do that!” And when the others laughed at Mun Bun’s
funny way of saying this, Margy also laughed.
Russ came running back, having left the puppy with the others, a
last look was taken around the house to see that all was in good
order, and then Mrs. Bunker and Norah started off in the touring car
and Daddy and Adam North started in the big straw-filled truck with
the six little Bunkers.
“Oh, this is great! It’s going to be lots of fun!” exclaimed Russ, as
they rumbled along.
“I hope there’s a big, old-fashioned kitchen at Farmer Joel’s,” said
Rose. “Mother said I might help her with the baking of cake and
pies.”
“Well, I’ll help with the eating,” laughed Russ. “I hope there’s a
brook on the farm. I want to make a water wheel and build a little toy
mill that the water wheel will turn.”
“I’ll help you,” offered Laddie, as Russ whistled merrily.
The way to Cedarhurst where Farmer Joel lived was along a
pleasant road, and the children, sitting on the straw in the big truck,
enjoyed looking out through openings in the canvas sides.
“Did we bring anything to eat?” asked Vi, after a few miles had
been journeyed.
“No, daddy said we were going to stop in Westfield for our lunch,”
explained Rose. “We are going to meet mother there and all eat
together in a restaurant.”
“Oh, that’ll be fun!” declared Vi.
“It would be more fun if we could camp beside the road, make a
fire and cook something,” suggested Russ.
“If I had a gun I could shoot something and we could cook that,”
cried Laddie.
“Pooh! What could you shoot? A bear?” asked his twin sister.
“No,” he drawled. “But maybe I could shoot a chicken.”
“If you did the farmer that owned it would have you arrested,”
declared Russ. “I guess it will be better for us to eat in the
restaurant.”
Adam North, who sat up in the front seat with Daddy Bunker,
suddenly turned the truck off to one side of the road and brought the
big machine to a stop.
“Oh, are we there already?” cried Rose, leaping up from the straw
where she had been sitting beside Russ.
“Are we at Farmer Joel’s?” asked Violet eagerly.
“I want to wide on a horsie!” demanded Mun Bun.
“No, we aren’t there yet,” answered Adam. “But I need some water
in the radiator of the auto, so I’ll just stop here and get some. There’s
a farmer here whom I know.”
“May we get out?” asked Russ, for he thought perhaps they might
not stop long enough for this.
“Oh, yes, get out and stretch your legs,” his father told him.
“I’ll wait here five or ten minutes and cool down the engine,” added
Adam.
With whoops and shouts of delight the six little Bunkers piled out
of the truck and ran up and down the road. The machine had come
to a stop with the open rear end close to a wooden platform, which
was just as high as the floor of the big car. From the platform a flight
of steps led to the ground, and the Bunker children got out on this
platform and so descended.
“What’s this for?” asked Violet, with her usual way of starting
questions.
“This,” her father told her, “is a milk platform.”
“What’s a milk——” began Vi, but her father held up his hand.
“I’ll tell you all about it, and then you won’t have to ask any more
questions,” he said, with a smile. “This platform is built for the farmer
to set his cans of milk on. It is made high, so it is easy to roll the
cans of milk from the platform into the wagon. The milk is collected
by a big wagon, or auto truck, from the cheese factory. Many farmers
around here sell their milk and cream to the cheese factory, and
these platforms are built to make the work easier.”
“Oh,” murmured Violet. She had never had so many questions
answered before without her asking any, and she was in rather a
daze.
“Now run along and play with the others,” her father told her, for
the five little Bunkers were wandering about, looking at things around
the farmhouse.
Mr. Armstrong owned the place, and he came out to shake hands
with Mr. Bunker and Adam North, telling the latter to take as much
water as he needed for the thirsty automobile.
Mrs. Armstrong invited the children in and gave them some
cookies and glasses of milk.
“Aren’t you afraid you’ll spoil your appetites for dinner by eating
now?” asked Daddy Bunker. “It’s eleven o’clock, and we’ll have lunch
about noon.”
“I guess I can eat again,” said Russ.
“So can I.” “And I!” cried the others.
“Bless their hearts!” laughed the motherly Mrs. Armstrong.
While the auto engine was cooling the children ran about and
played tag. Rose thought perhaps her mother and Norah might come
past in the touring car, but Adam said they had probably taken a
shorter way, over a back road.
“I couldn’t go that way because the truck is so heavy,” he
explained. “I have to stick to the hard highways. But we’ll meet your
mother in Westfield.”
“Oh, come on out and see what I found!” cried Margy, running
around the corner of the house.
“What is it?” asked Mun Bun.
“A lot of little pigs in a pen, and they squeal like anything!” Margy
answered.
“Oh, I want to see the pigs! Maybe I can make up a riddle about
’em!” cried Laddie.
There was a rush for the pen, and the children had fun watching
the little pigs stumble about, rooting with their pink noses in the dirt
of their pen for something to eat.
But now the engine was cool enough to travel on, and Mr. Bunker
called the children to come back. Russ was the first to reach the
machine, running up the platform steps ready to help his smaller
brothers and sisters if they needed it.
He peered inside the truck, thinking perhaps the straw would need
spreading out again in a smooth layer, and, as he did so, he started
back in surprise.
“What’s the matter?” asked Rose, who had followed him.
“There’s something in there—in the straw,” whispered Russ.
“You mean one of the children?” asked Rose, for thus she often
spoke of her smaller brothers and sister.
“No, it—it looks like some animal,” said Russ. “Look!”
Rose looked and saw a dark object—clearly an animal—moving
about in the straw.
“Oh, maybe it’s a bear!” she cried.
CHAPTER VII
AT FARMER JOEL’S
Four other little Bunkers were hurrying up the platform steps to get
into the auto truck when Rose and Russ made this discovery of a
strange animal in the straw.
The first impulse of Rose was to run from the animal that, she half
thought, might be a bear that had wandered in from the woods not
far away and had found the warm straw a good place in which to
sleep. The next thought Rose had was for her smaller brothers and
sisters.
Daddy Bunker and Adam North were up near the front of the truck,
getting ready to take their seats, for the engine was now cool and the
radiator filled with fresh water.
Russ had the same idea as had Rose—the desire to save his
brothers and sisters from harm. Seeing them coming up the platform
steps he cried:
“Keep back! Keep back! Don’t come up here!”
“What’s the matter?” asked Laddie.
“There’s something in the straw,” Russ answered.
“It’s an animal!” added Rose. “A big animal!”
“Oh, I want to see it!” cried Mun Bun. “I like animals! Maybe we
can have a circus—this is like a circus wagon!”
The big truck certainly was. But Rose did not intend to have Mun
Bun or the other small ones rush into danger. She stood on the milk
platform at the top of the steps, holding out her hands.
“You mustn’t go in there where the animal is!” cried Rose. “Russ,
can’t you do something?” and her voice was shrill with excitement.
“I’ll get a stick—a stone—something——” panted Russ.
Just then from inside the truck came a stamping sound, as if the
animal were kicking about. At the same time a loud cry echoed.
“What’s the matter?” asked Daddy Bunker, coming back from the
front end of the truck.
At the same time Mr. Armstrong, the farmer, hurried out of a side
gate, calling:
“Did any of you see a little colt? He got out of the pasture, and I
don’t want him to run away. He’s valuable and he may get hurt.”
Before any one could answer the sound of neighing came from
inside the truck, and then Russ knew it was made by the animal he
and Rose had seen standing in the straw.
“Ha! That sounds like my colt!” said Farmer Armstrong.
“It is!” shouted Russ, with a laugh. “He’s in the auto. I’ll get him
out.”
The oldest Bunker boy started to go inside the auto truck, whence
came the neighing, stamping sound of the little horse. But Mr.
Armstrong called out:
“No, lad, don’t go in there. He might kick you. Not that he’s ugly,
but he’s in a strange place, and if you go in he might think you meant
to harm him. Better let me do it. I know how to handle that colt.”
The six little Bunkers, with their father and Adam North, stood at
one side to allow Mr. Armstrong to enter the truck. In he went,
speaking soothing words to the little colt.
“Oh, ho, Bonnie Boy! So you thought you’d hide away and go with
the six little Bunkers, did you? None of that! We want you to stay on
our farm! So you tried to hide in the straw, did you, Bonnie Boy?
Well, come out and I’ll give you a lump of sugar.”
And out of the truck, onto the milk platform, walked Mr. Armstrong,
leading by his halter the colt Bonnie Boy, as he was named.
“Oh, isn’t he sweet?” cried Violet. “How old is he and where is his
mother and has he any brothers and sisters and——”
“Careful, Vi!” laughingly called her father. “Mr. Armstrong isn’t used
to having so many questions fired at him at once.”
“Oh, I don’t mind,” laughed the good-natured farmer. “But this is
the only little colt I have, and his mother is down in the south
pasture. Now you can pet him if you want to,” he added to the
children. “He won’t kick when he’s outside here where he can see
who is near him.”
Up on the platform, around Bonnie Boy, crowded the six little
Bunkers, and the colt rubbed his velvet-like nose against them and
whinnied softly.
“And to think I took him for a bear!” laughed Rose, as she stroked
the glossy neck of the colt.
“Well, he did look like one,” declared Russ.
“Did he walk up the steps?” asked Violet. “I don’t see how he
could.”
“Oh, he’s a great little colt,” said Mr. Armstrong proudly. “He does
all sorts of tricks. One day he got out of the pasture and walked right
into the kitchen where my wife was making a cake. She thought I
was coming in with my big boots on, so she didn’t turn around, and
the colt put his nose on the back of her neck. She—Ha! Ha! She
thought I was kissing her. Oh, ho! ho!” and the farmer laughed
heartily.
Then he led Bonnie Boy down the steps, the little colt making no
trouble at all about treading on them. He was taken back to the
pasture where his mother was waiting for him, doubtless wondering
what had become of him. It was found that there was a break in the
fence, just large enough for the colt to squeeze through, but not
large enough for his mother, or she would have followed him.
The colt had wandered about, coming up to the rear of the house,
and had then made his way to the front, going up the steps of the
milk platform, and so into the big straw-filled truck, which, perhaps,
he thought was a new kind of barn.
“Well, now we’d better be traveling,” said Mr. Bunker, when the
little colt was taken away. “We don’t want to be late in meeting
mother in Westfield.”
Once again the six little Bunkers were on their way.
They were soon at Westfield, a small country town, and when the
big truck drew up in front of the only restaurant in the place there
was the touring car, with Mrs. Bunker and Norah sitting in it, waiting.
“We got here first, and we would have been here before but I had
a puncture and we had to change a tire,” said Mrs. Bunker.
“That’s too bad,” remarked her husband.
“Did you have any adventures?” asked Mrs. Bunker.
“Oh, I should say we did!” cried Violet “There was——”
“The cutest little colt!” broke in Rose, “and he——”
“Was in the straw,” continued Russ, “and when Rose saw him she
——”
“Thought he was a bear,” said Laddie.
Thus several of the little Bunkers had a turn in telling what had
happened.
“That was quite an adventure!” laughed Mrs. Bunker, when she
had been told all that had taken place at the Armstrong farm.
“I’m trying to make up a riddle about the colt, but I haven’t got very
far yet,” said Laddie. “It’s something about straw and a horseshoe
and—oh, well, maybe I’ll think of it after a while,” he said hopefully.
They had a delightful time, lunching in the restaurant, and nothing
much happened except that Mun Bun spilled a glass of water in his
lap and got wet. But as it was a warm day it didn’t matter.
Margy discovered a little kitten wandering about the eating place,
and she insisted on giving pussy some of her milk. The result was,
Margy’s hands not being very steady, that she upset a glass of milk
on the floor.
But, as the restaurant keeper said, it didn’t matter, for the floor
needed mopping anyhow.
Once more the little party started off in the two automobiles, Mrs.
Bunker and Norah in the touring car taking the lead. In about an hour
more they were at Cedarhurst. Then very soon, turning down a quiet
country road, the six little Bunkers saw in the distance a white
farmhouse in the middle of broad fields—a farmhouse with barns
and other buildings around it.
“That’s a dandy place!” exclaimed Russ.
“Lovely,” murmured Rose.
“Is that where we’re going to stay?” asked Violet.
“Yes, that is Farmer Joel’s,” her father answered.
A little later the little Bunkers were fairly tumbling out of the auto
truck in their eagerness to see all the sights. Mrs. Bunker and Norah
were already at the place.
“My, but I’m glad to see you all!” cried Farmer Joel, and the six
little Bunkers needed but one look at him to make sure they would
love him, for Mr. Todd was a kindly man. And his sister, Miss Lavina,
was just as loving and kind.
“Well, I’m glad you’re here,” said Miss Todd. “Now that I see so
many lovely children it makes me want to stay and play with you. But
brother Joel says I need a vacation, so I’m going off on a visit.”
The big farm was the most delightful place in the world at which to
spend a vacation. As Adam North had said, there were broad fields
—some green pastures, and others where hay and grain were
growing. There were two orchards, one of apple trees and another of
peach trees.
“And don’t eat apples yet, for they aren’t ripe,” warned Farmer Joel
as the children, putting on their old clothes, started out to explore
things.
“I want to see some horses!” cried Laddie.
“I want to go where the sheep are,” Mun Bun said.
“So do I,” chimed in Margy.
“I’ll go to the kitchen to help mother,” offered Rose, but her mother
said:
“No, you run out and play now. Norah and I can manage the work
all right. Later on if you want to help you may.”
So Rose went out with Russ and the others.
“There’s a brook, Russ!” called Violet, as she caught sight of the
sparkle of a little stream.
“That’s good. Then I’ll make a water wheel and a mill,” said Russ.
He and Laddie were looking at the brook, poking in sticks to find
out how deep it was and making ready to build the dam for the water
wheel, when suddenly they heard the voice of Rose crying:
“Oh, drive him away! Make him go away! Oh! Oh! Oh!”
“What’s that?” asked Russ, looking up.
“It was Rose,” answered Laddie. “I guess——”
The loud barking of a dog interrupted him, and Rose cried again:
“Oh, Russ, come and drive him away!”
CHAPTER VIII
IN THE HAY
Russ looked up from the dam he was making for the water wheel.
He could not see Rose. Nor could Laddie, who was helping his
brother make the little mill pond. But Rose kept on yelling and the
dog kept on barking.
“Oh, somebody please come!” cried Rose.
“I’m coming!” shouted Russ.
He leaped up, followed by Laddie, and, as they turned around a
clump of bushes and looked down the brook they saw Rose standing
with her back against a big tree while in front of her, leaping about
and barking loudly, was a large brown dog.
“Oh, Russ! Russ!” begged his sister, as she caught sight of him
and Laddie. “Come and drive this dog away! He wants to bite me!”
“I’ll drive him away!” declared Russ.
“And I’ll help,” added Laddie. “He’s a bad dog!”
Before the two brothers could reach their sister there came
running toward Rose another boy. This boy had a freckled face and
red hair.
“Don’t hit my dog!” cried this red-haired boy. “He won’t hurt you.
Hi, Jimsie!” called this new boy, “behave yourself! Down! Quiet! Quit
your barking!”
The dog looked around at the voice, wagged his tail to show that
he was friendly, and stopped barking. Just then up rushed Russ and
Laddie with sticks in their hands. Rose also had a stick which she
had raised toward the dog, but she had not hit him.
“Don’t beat my dog Jimsie!” begged the strange boy. “He didn’t
mean any harm.”
“What did he try to bite my sister for?” demanded Russ, who was
angry.
“Oh, he didn’t exactly try to bite me,” said Rose. “He just barked a
lot and he wouldn’t let me get away, and I was afraid he’d bite me.”
“Jimsie wouldn’t bite anybody,” said the boy, whose name was
Ralph Watson. He lived on the farm next to that of Mr. Todd.
“Well, then, what made him bark at my sister?” asked Russ.
“’Cause she had a stick,” answered Ralph.
“Does he bark at everybody who has a stick?” asked Laddie. “If he
does why doesn’t he bark at Russ and me—we have sticks?”
“I guess he will bark at you as soon as he sees you have sticks,”
Ralph answered. “I’ll try him.” He moved around until he stood
beside Russ and Laddie, and as the dog’s eyes followed his young
master Jimsie caught sight of the two Bunker boys and the sticks
they held. At once Jimsie began to bark, greatly excited.
“There! I told you!” cried Ralph.
“What makes him bark so just because he sees a stick?” asked
Russ. “Does he think we’re going to hit him with ’em? I wouldn’t hit
any dog, unless he was going to bite somebody.”
“No, Jimsie doesn’t think he’s going to be hit,” explained Ralph.
“He just wants you to throw the sticks in the brook so he can jump in
and bring ’em out. Always when he sees any one with a stick he
thinks they’re going to play with him and throw the stick into the
water. I guess he thought you were going to play with him,” said
Ralph to Rose, “and when you didn’t—why, he just barked.”
“Oh, I see!” exclaimed Rose, with a laugh, for she was over her
fright now. “That was his way of asking me to throw the stick in the
water.”
“Yes,” answered Ralph with a smile that lighted up his jolly,
freckled face. “Sometimes he barks like anything when I take a stick
and don’t throw it in for him to bring out.”
And, indeed, Jimsie seemed very much excited now because
Russ and Laddie would not toss their sticks into the brook. And at
last, to please the dog, Russ tossed his stick in.
Instantly Jimsie plunged in after it, swimming out and bringing the
stick back to shore, dropping it at the feet of Russ as if asking that it
be thrown in again.
“Oh, isn’t he cute!” exclaimed Rose.
“He’s a good dog!” declared Russ.
“Will he bring out a stick for me?” asked Laddie.
“He’ll do it for anybody,” answered Ralph.
“I’ll try it,” said Laddie.
In he tossed his stick, and in plunged Jimsie after it, bringing it
back to shore, which made Laddie laugh. Then Jimsie gave himself
a shake, sending a shower of drops all over Rose, who was near
him.
“Oh!” cried the little Bunker girl in surprise.
“Jimsie, don’t you know any better than that?” cried Ralph, in a
scolding voice. “Shame on you!”
“Oh, I don’t mind,” said Rose quickly. “This is an old dress and
water won’t spot it. There, go in and get my stick!” she ordered, as
she tossed hers into the brook. “You wanted me to throw it before,
but I didn’t know what you meant by your barking. Now get the stick.”
Jimsie quickly brought the stick to shore for Rose. Then Ralph
tossed one in and his dog got that. Russ and Laddie wanted to try
their sticks over again, but Rose said:
“Oh, the poor dog will get tired! Don’t make him do so much.”
“He likes it,” Ralph said. “He’d chase sticks all day, I guess, if
you’d throw ’em for him. But maybe it’s time he quit. I have to go
after the cows, anyhow.”
“Where are they? Could we go with you?” asked Laddie eagerly.
“Do you live around here?” Russ wanted to know.
Ralph Watson told his name and where he lived, but he said it was
a long distance to the cow pasture where he had to go, and he
added that the mother of the Bunker children might not let them go.
“I’ll take you to-morrow if you want to come, though,” Ralph
promised.
“Then we’ll go,” said Rose.
Then, in answer to a question, she told the others that she had
been walking along the brook looking for watercress, of which Daddy
Bunker was very fond. Rose was using the stick to poke aside the
bushes on the edge of the brook when suddenly Jimsie had sprung
out at her, driving her back against the tree, where she had stood,
afraid to move while the dog barked so furiously.
“If I had only known he wanted to play I’d have played with him,”
finished Rose, with a laugh. “But I thought he was a savage dog.”
“Oh, Jimsie is never ugly,” said Ralph. “He barks a lot, but I guess
that’s because he has to do it when he helps me drive the cows.
Well, I’ll see you again,” he added, as he started away with his dog.
“He’s a nice boy,” said Rose, when he was out of sight.
“I’d like to have that dog,” remarked Russ.
“I think—now maybe—I guess I have a riddle about a dog,” began
Laddie, but before he could ask it, or even before he could think
what it was, yells and screams came from another part of the brook.
“That’s Mun Bun!” exclaimed Rose.
“Sounded like Margy, too,” said Russ.
“Maybe they’ve fallen into the water,” suggested Laddie.
Just then Violet was heard asking:
“Oh, what did you want to go and do that for? Now you have gone
and done it! Are your feet wet? Did you get hurt, Mun Bun?”

5 Steps To A 5 Ap U S History 2022 Daniel P Murphy Full Chapter

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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

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.

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