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College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of College Board. Visit College Board on the web: [collegeboard.org](collegeboard.org).  \n[AP Central is the official online home for the AP Program: apcentral.collegeboard.org](AP Central is the official online home for the AP Program: apcentral.collegeboard.org).  \nUNITED STATES HISTORY  \nSECTION I, Part B  \nTime—40 minutes  \nDirections: Answer Question 1 and Question 2. Answer either Question 3 or Question 4.  \nWrite your responses in the Section I, Part B: Short-Answer Response booklet. You must write your response to each question on the lined page designated for that response. Each response is expected to fit within the space provided.  \nIn your responses, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable. You may plan your answers in this exam booklet, but no credit will be given for notes written in this booklet.  \n© 2023 College Board.  \nVisit College Board on the web: [collegeboard.org](collegeboard.org).  \nGO ON TO THE NEXT PAGE.  \n“Working-class Chicagoans—male and female, black and white, . . . immigrants from eastern and southern Europe or their children—were . . . asserting themselves in new ways in the larger political arena. During the 1930s, Chicago workers, along with men and women elsewhere in the nation, had begun to vote Democratic more consistently and in greater numbers than ever before, joining President Franklin Roosevelt’s ‘New Democratic Coalition.’. . . Supporting the Democrats . . . , they felt, would ensure a more activist federal government committed to providing the benefits that over time have become associated with ‘the welfare state.’”  \nSource: Lizabeth Cohen, historian, Making a New Deal: Industrial Workers in Chicago, 1919–1939, published in 1991  \n“Far more enduring was the New Deal’s intimate partnership with those in the South who preached white supremacy. . . . Southern representatives [acted . . . as](acted . . . as) an indispensable part of the governing party. New Deal lawmaking would have failed without . . . southern members of Congress. Here lay an acute incongruity. The New Deal permitted, or at least turned a blind eye toward, an organized system of racial cruelty. This alliance was a crucial part of its supportive structure. The New Deal thus collaborated with the South’s racial hegemony as it advanced liberal democracy.”  \nSource: Ira Katznelson, historian, Fear Itself: The New Deal and the Origins of Our Time, published in 2013  \n1. Using the excerpts, respond to parts a, b, and c.  \na. Briefly describe one major difference between Cohen’s and Katznelson’s historical interpretations of the New Deal.  \nb. Briefly explain how one event or development from 1932 to 1945 that is not explicitly mentioned in the excerpts could be used to support Cohen’s argument.  \nc. Briefly explain how one event or development from 1932 to 1945 that is not explicitly mentioned in the excerpts could be used to support Katznelson’s argument.  \n© 2023 College Board.  \nVisit College Board on the web: [collegeboard.org](collegeboard.org).  \nGO ON TO THE NEXT PAGE.  \n“[The Standard Oil Trust] is the most perfectly developed trust in existence. . . . The perfection of the organization of [it], the ability and daring with which it has carried out its projects, make it the preeminent trust of the world. . . . So long as the Standard Oil Company can control transportation as it does today, it will remain master of the oil industry. . . .  \n“. . . The ethical cost of all this is the deep concern. We are a commercial people. . . . As a consequence, business success is sanctified, and, practically, any methods which achieve it are justified by a larger and larger class. All sorts of subterfuges 1 and sophistries 2 and slurring over of facts are","cbCaitGbv9zHyZHx","https://ap.wps.com/l/cbCaitGbv9zHyZHx","pdf",760993,14,"English","# Section I, Part B\n## Time and Directions\n## Question 1\n### a. Cohen vs. Katznelson difference\n### b. Support Cohen with 1932–1945 event\n### c. Support Katznelson with 1932–1945 event\n## Question 2\n### a. Point of view in the excerpt\n### b. Development contributing to the excerpt (1865–1904)\n### c. Effect of related ideas (1904–1920)\n## Question 3\n### a. Agriculture influence on migration (1607–1776)\n### b. Similarity across two regions (1607–1776)\n### c. Difference across two regions (1607–1776)\n## Question 4\n### a. Agricultural interests and societal debates (1865–1900)\n### b. Similarity across two regions (1865–1900)\n### c. Difference across two regions (1865–1900)","[{\"question\":\"What questions must be answered in Section I, Part B?\",\"answer\":\"Answer Question 1 and Question 2. Then answer either Question 3 or Question 4.\"},{\"question\":\"What is the expected format for the responses?\",\"answer\":\"Use complete sentences. Plans written in the exam booklet receive no credit, and each response should address all parts of the question within the provided space.\"},{\"question\":\"How should students use the excerpts in Questions 1 and 2?\",\"answer\":\"Question 1 requires comparing Cohen’s and Katznelson’s interpretations using the excerpts, then supporting each argument with an event or development from 1932 to 1945 not explicitly mentioned. Question 2 asks for a point of view from the excerpt and explanations tied to historical developments between 1865 and 1904 and effects between 1904 and 1920.\"}]","AP® United States History - Free-Response Questions Set 1 - Short-answer response questions | PDF",1790052891,35]