Contextualizing Period 7
Explains the economic, social, and political context of 1890-1945, including the rural-to-urban industrial shift, Progressive Era reform impulses, and the New Deal response to the Depression.
APUSH Unit 7 Review: Conflict in the Early 20th Century, 1890-1945
- 10–17% of AP multiple choice
- 15 topics
- AP exam review verified for 2027
Unit 7 is about how the United States grew into a world power while simultaneously grappling with economic instability, social inequality, and the tension between isolationism and international engagement. The federal government expanded dramatically across this period, from Progressive Era regulation through New Deal programs to wartime mobilization.
Fiveable's AP US History Unit 7 review covers 15 topics, with guided practice questions for the unit.
APUSH unit 7 topics
Imperialism: Debates
Covers the arguments for and against overseas expansion in the 1890s, including economic, racial, and strategic justifications from imperialists and self-determination arguments from anti-imperialists.
The Spanish-American War
Examines the causes and effects of the 1898 war, including U.S. acquisition of Puerto Rico, Guam, and the Philippines, the Platt Amendment, and the Philippine-American War.
The Progressives
Covers Progressive Era reform goals, muckraking journalism, constitutional amendments (16th-19th), conservation versus preservation, and internal divisions over race and immigration.
World War I: Military and Diplomacy
Traces U.S. neutrality, causes of intervention (Lusitania, Zimmermann Telegram), the AEF's role, Wilson's Fourteen Points, and the Senate's rejection of the Treaty of Versailles.
World War I: Home Front
Covers wartime civil liberties restrictions (Espionage and Sedition Acts), the Great Migration, immigration quotas, the First Red Scare, and the role of women and minorities in war production.
1920s: Innovations in Communication and Technology
Examines how mass production, the automobile, radio, and cinema created a national consumer culture and raised living standards while spreading both national and regional cultural forms.
1920s: Cultural and Political Controversies
Covers the Harlem Renaissance, immigration restriction (National Origins Act), Prohibition, the Scopes Trial, gender role debates, and the revival of the Ku Klux Klan.
The Great Depression
Explains the causes of the Depression (Black Tuesday, bank failures, credit collapse, agricultural decline) and its devastating social and economic effects on American life.
The New Deal
Covers FDR's relief, recovery, and reform programs (CCC, WPA, Social Security, FDIC), opposition from left and right, the court-packing controversy, and the New Deal's lasting political realignment.
Interwar Foreign Policy
Traces U.S. isolationism in the 1920s-30s, the Neutrality Acts, the Good Neighbor Policy, Lend-Lease, and the path from neutrality to full involvement after Pearl Harbor.
World War II: Mobilization
Examines how war production ended the Depression, the roles of women and minorities, Japanese American internment under Executive Order 9066, and the Bracero Program.
World War II: Military
Covers the ideological framing of the war against fascism, the Holocaust, Allied military strategy (D-Day, island-hopping), the Double V Campaign, and the atomic bomb decision.
Postwar Diplomacy
Examines how Allied victory and the war-ravaged condition of Europe and Asia positioned the U.S. as the world's dominant power, setting the stage for Cold War competition.
Comparison in Period 7
Asks you to compare the relative significance of Period 7's major events in shaping American identity, government power, and global role using evidence from across 1890-1945.
Practice APUSH unit 7 questions
Try AP-style questions on unit 7, then use the review notes below for anything you miss.
APUSH unit 7 practice test
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Unit 7 review notes
7.1
Contextualizing Period 7
Period 7 opens with the United States completing its industrial transformation and beginning to project power overseas. Three key concept clusters frame the entire unit: the shift from rural to urban industrial economy, Progressive Era reform responses to that shift, and the New Deal response to the Great Depression. Understanding these frames helps you connect individual events to larger patterns of change.
- Rural to urban transition: By 1920 a majority of Americans lived in cities, driven by industrial jobs, immigration, and internal migration. Large corporations dominated the economy.
- Progressive Era context: Progressives responded to political corruption, economic instability, and social problems by calling for greater government action at local, state, and federal levels.
- New Deal context: The Great Depression's mass unemployment prompted policymakers to transform the U.S. into a limited welfare state, redefining modern American liberalism.
- Mass culture and migration: New communications technology and significant internal and international migration patterns reshaped American society across the period.
What three major economic and political transformations does the College Board use to frame Period 7 as a whole?
7.2
Imperialism Debates and the Spanish-American War
In the 1890s Americans debated whether the U.S. should acquire overseas territories. Imperialists cited economic opportunity, naval strategy (Alfred Thayer Mahan), racial theories, and the 'closed frontier.' Anti-imperialists, including the Anti-Imperialist League, invoked self-determination, isolationist tradition, and democratic principles. The Spanish-American War of 1898 resolved the debate in practice: the U.S. gained Puerto Rico, Guam, and the Philippines, suppressed a Filipino independence movement, and established a protectorate over Cuba via the Platt Amendment.
- Alfred Thayer Mahan: Naval strategist who argued that sea power was essential to national greatness, influencing U.S. naval buildup and overseas expansion.
- Anti-Imperialist League: Organization that opposed overseas expansion, arguing it contradicted democratic self-government and the U.S. foreign policy tradition of isolationism.
- Treaty of Paris (1898): Ended the Spanish-American War; Spain ceded the Philippines, Puerto Rico, and Guam to the U.S. and recognized Cuban independence.
- Platt Amendment: Gave the U.S. the right to intervene in Cuban affairs and established a naval base at Guantanamo Bay, making Cuba a de facto protectorate.
- Philippine-American War: Armed conflict following U.S. acquisition of the Philippines; Emilio Aguinaldo led Filipino resistance against American colonial rule.
What arguments did imperialists and anti-imperialists each make, and how did the outcome of the Spanish-American War reflect those debates?
| Position | Key Arguments | Representative Figures |
|---|---|---|
| Imperialist | Economic markets, naval bases, racial mission, closed frontier | Alfred Thayer Mahan, Theodore Roosevelt, William McKinley |
| Anti-Imperialist | Self-determination, democratic principles, isolationist tradition | Mark Twain, Anti-Imperialist League, Andrew Carnegie |
7.4
The Progressive Era
Progressivism was a broad reform movement from roughly 1900 to 1920 that targeted political corruption, economic inequality, and social problems created by industrialization. Muckraking journalists like Upton Sinclair exposed abuses; middle-class reformers like Jane Addams worked in settlement houses. At the federal level, Progressives pushed for regulation, democratic reforms, and moral legislation. The movement was internally divided over race, immigration, and the proper role of experts versus popular participation.
- Muckraking: Investigative journalism exposing corruption and injustice. Upton Sinclair's The Jungle revealed meatpacking conditions and helped pass the Pure Food and Drug Act.
- Progressive constitutional amendments: 16th Amendment (income tax), 17th Amendment (direct election of senators), 18th Amendment (Prohibition), and 19th Amendment (women's suffrage) all passed during this era.
- Conservation vs. preservation: Conservationists (Roosevelt, Gifford Pinchot) favored managed use of natural resources; preservationists (John Muir) wanted wilderness protected from development. Both supported national parks.
- Progressive divisions on race: Many Progressives ignored or actively supported Southern segregation; Ida B. Wells and W.E.B. Du Bois challenged this, while Booker T. Washington advocated economic self-reliance.
- Election of 1912: Four-way race among Wilson, Roosevelt (Bull Moose), Taft, and Debs that demonstrated the breadth of Progressive and reform sentiment and resulted in Wilson's victory.
What were the main goals of Progressive reformers, and what were the key internal divisions within the movement?
7.5
World War I: Diplomacy, Military, and the Home Front
The U.S. maintained neutrality from 1914 to 1917, then entered the war citing humanitarian and democratic principles. Submarine warfare (sinking of the Lusitania), the Zimmermann Telegram, and economic ties to the Allies drove intervention. The American Expeditionary Forces helped tip the balance toward the Allies, but Wilson's Fourteen Points and the League of Nations were rejected by the Senate. At home, the war produced civil liberties restrictions, the Great Migration, nativist backlash, and a postwar Red Scare.
- Zimmermann Telegram: German proposal to Mexico to join the war against the U.S. in exchange for territory; its publication outraged Americans and accelerated U.S. entry.
- Fourteen Points: Wilson's peace plan emphasizing self-determination, freedom of the seas, and a League of Nations; rejected by the Senate, which refused to ratify the Treaty of Versailles.
- Espionage Act (1917) and Sedition Act (1918): Restricted speech critical of the war effort; used to prosecute socialists and labor activists including Eugene V. Debs.
- Great Migration: Movement of hundreds of thousands of African Americans from the South to northern and western cities during and after WWI, seeking economic opportunity and escaping racial violence, though discrimination persisted in the North.
- First Red Scare: Post-WWI fear of communist and radical influence, leading to the Palmer Raids, deportations, and attacks on labor activism and immigrant communities.
Why did the U.S. enter World War I, and what were the major domestic consequences of the war on civil liberties and migration?
| Aspect | WWI Military/Diplomacy (7.5) | WWI Home Front (7.6) |
|---|---|---|
| Key cause of U.S. involvement | Submarine warfare, Zimmermann Telegram, Wilson's democratic ideals | War production demand, labor shortages |
| Major outcome | Allied victory, Senate rejects Treaty of Versailles and League of Nations | Civil liberties restrictions, Great Migration, nativist immigration quotas |
| Key legislation/policy | Fourteen Points, Treaty of Versailles | Espionage Act, Sedition Act, Emergency Quota Act |
7.7
The 1920s: Mass Culture and Cultural Controversies
The 1920s saw rapid technological change, a consumer boom, and deep cultural conflict. Mass production (Henry Ford's assembly line), radio, and cinema created a national consumer culture. The Harlem Renaissance produced major African American literary and artistic expression. At the same time, nativism produced immigration quotas, the Ku Klux Klan revived, Prohibition generated organized crime, and the Scopes Trial dramatized tensions between modernism and religious fundamentalism.
- Consumer culture: Mass production and installment buying made automobiles, radios, and appliances widely available; advertising shaped new desires and identities.
- Harlem Renaissance: Flourishing of African American art, literature, and music centered in Harlem; figures like Langston Hughes, Duke Ellington, and Bessie Smith expressed Black identity and challenged racism.
- National Origins Act (1924): Severely restricted immigration from southern and eastern Europe and barred most Asian immigration, reflecting nativist and racial anxieties.
- Scopes Trial (1925): Tennessee teacher John Scopes was tried for teaching evolution; the trial dramatized the conflict between scientific modernism and religious fundamentalism.
- Return to Normalcy: Warren Harding's 1920 campaign promise to restore pre-war stability; reflected widespread desire to retreat from Progressive reform and wartime government intervention.
How did the 1920s simultaneously produce cultural innovation and cultural backlash? Give at least two examples of each.
7.9
The Great Depression and the New Deal
The stock market crash of October 1929 (Black Tuesday) triggered a decade-long depression marked by bank failures, mass unemployment, and the Dust Bowl. Herbert Hoover's limited response gave way to FDR's New Deal, which used federal power to provide relief, stimulate recovery, and reform the financial system. The New Deal did not end the Depression but created lasting regulatory agencies, the Social Security system, and a Democratic political coalition. Critics from the left (Huey Long, Father Coughlin) and right (conservative Congress, Supreme Court) challenged its scope.
- Black Tuesday: October 29, 1929 stock market crash that triggered the Great Depression through a cascade of bank failures, business closures, and mass unemployment.
- New Deal relief and recovery programs: CCC, WPA, FERA provided jobs and direct relief; AAA raised farm prices; TVA developed regional infrastructure; FDIC and Emergency Banking Relief Act stabilized banks.
- Social Security Act (1935): Created old-age pensions and unemployment insurance, establishing the foundation of the American welfare state.
- New Deal political realignment: African Americans, ethnic minorities, labor unions, and urban working-class voters shifted to the Democratic Party, forming a coalition that dominated politics for decades.
- Opposition to the New Deal: Supreme Court struck down key programs (NRA, AAA); FDR's court-packing plan failed; conservatives in Congress limited further expansion; Huey Long and Father Coughlin pushed for more radical redistribution.
What were the three goals of the New Deal (relief, recovery, reform), and why did it fail to end the Depression despite its lasting legacy?
7.11
Interwar Foreign Policy
After rejecting the League of Nations, the U.S. pursued a unilateral foreign policy in the 1920s that combined isolationism with selective international engagement through investment, peace treaties (Kellogg-Briand Pact), and naval agreements (Washington Naval Conference). In the 1930s, Neutrality Acts tried to keep the U.S. out of European conflicts even as fascism rose in Germany and Italy and Japan expanded in Asia. Public opposition to involvement remained strong until the Japanese attack on Pearl Harbor on December 7, 1941.
- Kellogg-Briand Pact (1928): Multilateral treaty renouncing war as an instrument of national policy; had no enforcement mechanism and proved ineffective against 1930s aggression.
- Neutrality Acts (1935-1937): Series of laws prohibiting arms sales and loans to belligerents, reflecting congressional determination to avoid the entanglements seen as causes of WWI involvement.
- Good Neighbor Policy: FDR's approach to Latin America that renounced unilateral military intervention, replacing the Roosevelt Corollary with diplomacy and cooperation.
- Lend-Lease Act (1941): Allowed the U.S. to supply Britain and later the Soviet Union with war materials without requiring immediate payment, moving the U.S. away from strict neutrality before Pearl Harbor.
- Pearl Harbor (December 7, 1941): Japanese surprise attack on the U.S. naval base in Hawaii that brought the U.S. into World War II and ended the interwar isolationist consensus.
How did U.S. foreign policy shift between the 1920s and 1941, and what finally ended American isolationism?
7.12
World War II: Mobilization and Military Victory
American mobilization converted the industrial economy to war production, effectively ending the Great Depression. The U.S. became the 'Arsenal of Democracy,' supplying allies and fielding millions of troops. Mobilization opened new economic opportunities for women (Rosie the Riveter) and minorities (Tuskegee Airmen, Double V Campaign), but also produced injustices including Japanese American internment under Executive Order 9066. Allied victory came through cooperation, island-hopping in the Pacific, the D-Day invasion in Europe, and ultimately the use of atomic bombs on Hiroshima and Nagasaki.
- War production mobilization: Federal government directed industrial conversion to military production; GDP surged and unemployment effectively ended, demonstrating the scale of government economic management.
- Executive Order 9066: Authorized the forced relocation and internment of approximately 120,000 Japanese Americans, a major civil liberties violation justified by wartime security fears.
- Double V Campaign: African American push for victory against fascism abroad and racism at home; military service raised expectations for civil rights that would fuel postwar activism.
- D-Day and island-hopping: June 6, 1944 Allied invasion of Normandy opened a western front against Germany; Pacific island-hopping strategy captured key bases to bring air power within range of Japan.
- Atomic bombs: U.S. dropped atomic bombs on Hiroshima (August 6) and Nagasaki (August 9), 1945, hastening Japanese surrender and sparking lasting moral and strategic debates about nuclear weapons.
How did World War II mobilization transform American society, and what combination of strategies produced Allied victory?
7.14
Postwar Diplomacy and Comparing Period 7
By 1945 the war-ravaged condition of Europe and Asia left the United States as the world's dominant economic and military power. Postwar settlements at Yalta and Potsdam shaped the emerging Cold War order. Topic 7.15 asks you to compare the relative significance of Period 7's major events in shaping American identity, weighing imperialism, Progressive reform, WWI, the Depression, the New Deal, and WWII against each other using evidence and reasoning.
- U.S. postwar dominance: Unique industrial capacity, atomic monopoly, and financial strength made the U.S. the world's leading power; the dollar became the anchor of the Bretton Woods international monetary system.
- Yalta and Potsdam Conferences: Big Three meetings (FDR/Truman, Churchill, Stalin) that shaped postwar Europe, divided Germany, and revealed emerging tensions between the U.S. and Soviet Union.
- Comparison skill for 7.15: The AP exam expects you to weigh which events most significantly reshaped American identity, government power, and global role, using specific evidence from across the period.
In what ways did World War II position the United States differently in global affairs compared to its position after World War I?
| Event | Impact on Federal Power | Impact on U.S. Global Role |
|---|---|---|
| Spanish-American War | Limited; expanded executive war powers | Acquired overseas empire; entered Pacific and Caribbean |
| World War I | Expanded: Espionage Act, war production boards | Broke isolationism temporarily; Senate rejected League |
| New Deal | Major expansion: regulatory agencies, welfare programs | Primarily domestic; Good Neighbor Policy in hemisphere |
| World War II | Massive: full economic mobilization, internment | Emerged as dominant global superpower with atomic monopoly |
Key terms
| Term | Definition |
|---|---|
| Alfred Thayer Mahan | Naval strategist whose writings argued that sea power was essential to national greatness, directly influencing U.S. naval buildup and overseas expansion in the 1890s. |
| Anti-Imperialist League | Organization founded in 1898 that opposed U.S. overseas expansion, arguing it violated democratic self-determination and the American tradition of isolationism. |
| Fourteen Points | Woodrow Wilson's 1918 peace plan emphasizing self-determination, freedom of the seas, and a League of Nations; rejected when the Senate refused to ratify the Treaty of Versailles. |
| Espionage Act of 1917 | Federal law restricting speech and actions that interfered with the war effort; used to prosecute socialists and labor activists, raising major civil liberties concerns. |
| Great Migration | Movement of hundreds of thousands of African Americans from the South to northern and western cities during and after WWI, driven by economic opportunity and escape from racial violence, though discrimination persisted in the North. |
| First Red Scare | Post-WWI fear of communist and radical influence that led to the Palmer Raids, deportations, and attacks on labor activism and immigrant communities from 1917 to 1920. |
| Harlem Renaissance | Flourishing of African American art, literature, and music centered in Harlem in the 1920s; figures like Langston Hughes, Duke Ellington, and Bessie Smith expressed Black identity and challenged racism. |
| Black Tuesday | October 29, 1929 stock market crash that triggered the Great Depression through cascading bank failures, business closures, and mass unemployment. |
| Civilian Conservation Corps (CCC) | New Deal program established in 1933 that employed young men in conservation and public works projects, providing relief while improving national parks and forests. |
| Federal Deposit Insurance Corporation (FDIC) | New Deal agency created in 1933 to insure bank deposits and restore public confidence in the banking system after widespread bank failures during the Depression. |
| Executive Order 9066 | FDR's 1942 directive authorizing the forced relocation and internment of approximately 120,000 Japanese Americans, a major wartime civil liberties violation. |
| Atomic bombs | Dropped on Hiroshima and Nagasaki in August 1945, hastening Japan's surrender and ending WWII while sparking lasting moral and strategic debates about nuclear weapons. |
| Bracero Program | Bilateral U.S.-Mexico agreement from 1942 that allowed Mexican laborers to work temporarily in the U.S. to address wartime agricultural labor shortages. |
| Double V Campaign | African American wartime movement demanding victory against fascism abroad and victory against racism at home, raising civil rights expectations that shaped postwar activism. |
How to review unit 7
Topics students miss most
Miss rates come from Fiveable multiple-choice practice.
Common unit 7 mistakes
Treating the New Deal as ending the Great Depression
The New Deal provided relief and lasting reform but did not end the Depression. Full economic recovery came from World War II mobilization and war production. The AP exam frequently tests this distinction.
Conflating WWI and WWII home front experiences
Both wars restricted civil liberties and accelerated migration, but the mechanisms differ. WWI produced the Espionage Act and the First Red Scare; WWII produced Japanese American internment and the Double V Campaign. Keep the specific evidence for each war separate.
Describing U.S. imperialism as purely economic
Imperialists cited racial theories, the 'civilizing mission,' naval strategy (Mahan), and the closed frontier alongside economic markets. Anti-imperialists also used racial arguments. Reducing the debate to economics alone misses the AP's emphasis on multiple causation.
Assuming Progressivism was a unified movement
Progressives disagreed sharply on race (many supported or ignored segregation), immigration restriction, and whether reform should rely on popular participation or expert management. The AP exam rewards nuance about these internal divisions.
Saying the U.S. was fully isolationist in the 1930s
The U.S. pursued selective international engagement through investment, the Good Neighbor Policy, and eventually Lend-Lease even before Pearl Harbor. The Neutrality Acts show the limits of involvement, but isolationism was never absolute.
How this unit shows up on the AP exam
Causation and continuity across foreign policy shifts
APUSH frequently asks you to explain why U.S. foreign policy changed over time. For Unit 7, be ready to trace the causes of shifts from isolationism to intervention in WWI, back toward isolationism in the 1920s-30s, and then to full global engagement after Pearl Harbor. Strong responses name specific events (Zimmermann Telegram, Neutrality Acts, Lend-Lease, Pearl Harbor) and explain the reasoning behind each shift, not just the sequence.
Comparison of reform movements and government expansion
The AP exam often asks you to compare the Progressive Era, New Deal, and wartime mobilization as moments of federal expansion. Practice identifying what each movement or crisis added to federal power, who opposed it and why, and what limits remained. Comparison tasks may also ask you to weigh the relative significance of these expansions for American identity or democratic practice.
Contextualization and continuity with adjacent periods
SAQs and DBQs may ask you to place Unit 7 events in broader context. The Gilded Age (Unit 6) created the conditions Progressives responded to; the Cold War (Unit 8) grew directly from WWII's outcome. Practice writing contextualization that explains how earlier developments made Unit 7 events possible, or how Unit 7 outcomes shaped what came next, using specific evidence rather than general statements.
More ways to review
Topic study guides
Open the individual guides for Unit 7 when you want a closer review of one topic.
Practice questions
Use AP-style practice after you review the notes so you can check what you understand.
FRQ practice
Practice free-response reasoning and compare your answer with scoring guidance.
Cram archive videos
Watch past review streams filtered to Unit 7 when you want a video walkthrough.
Official unit cheatsheet
Open the Fiveable one-page unit review, then explore visual cheatsheets for a quick refresher.
Score calculator
Estimate your broader AP score goal after you review the course and exam format.
Unit 7 printables
Print the unit cheatsheets ($3) for Unit 7. Yours to keep, no subscription needed.
get printablesFrequently Asked Questions
What's on the APUSH Unit 7 progress check (MCQ and FRQ)?
The APUSH Unit 7 progress check includes both MCQ and FRQ parts that test the full range of Period 7 content, from the Spanish-American War and World War I through the New Deal and World War II mobilization. The MCQ section presents stimulus-based questions on topics like the Progressives, 1920s cultural controversies, and the Great Depression. The FRQ section typically asks you to analyze causation, continuity and change over time, or comparison across the period. Topics most likely to appear include:
- The New Deal (7.10)
- World War II: Mobilization and Military (7.12, 7.13)
- World War I: Home Front (7.6)
- 1920s Cultural and Political Controversies (7.8)
- The Great Depression (7.9) Practice with matched questions at APUSH Unit 7.
How do I practice APUSH Unit 7 FRQs?
To practice APUSH Unit 7 FRQs, focus on the topics that generate the most free-response prompts: the New Deal, World War II mobilization, World War I diplomacy, and the Great Depression. Unit 7 FRQs typically appear as Long Essay Questions (LEQs) asking you to argue causation or continuity and change, or as Document-Based Questions (DBQs) pulling sources from the 1890-1945 period. A solid practice routine looks like this:
1. Pick one high-yield topic, such as the New Deal or World War II home front.
2. Write a thesis that makes a historically defensible claim.
3. Support it with at least three specific pieces of evidence.
4. Check your response against College Board scoring guidelines. You'll find practice prompts and scoring tips at APUSH Unit 7.
Where can I find APUSH Unit 7 practice questions?
The best place to find APUSH Unit 7 practice questions, including multiple-choice and full practice test sets, is APUSH Unit 7. That page has MCQ practice tied to specific topics like World War II, the New Deal, and the Spanish-American War, so you can target the areas where you need the most work rather than reviewing everything at once. When doing MCQ practice for this unit, prioritize stimulus-based questions on the Great Depression, World War I home front, and 1920s cultural controversies, since those topics appear most often in the 10-17% exam weight range Unit 7 carries.
How should I study APUSH Unit 7?
Study APUSH Unit 7 by building a clear chronological spine first: imperialism and the Spanish-American War, then World War I, then the 1920s boom and backlash, then the Great Depression and New Deal, then World War II. That narrative flow is exactly what the exam tests, so understanding how each era caused the next is more useful than memorizing isolated facts. Here's a practical study plan:
1. Read through the 15 topics at APUSH Unit 7 and flag the ones that feel unfamiliar.
2. For the New Deal, know the specific programs (CCC, SSA, FDIC) and the debates over federal power they sparked.
3. For World War II, connect mobilization on the home front to changes in civil rights expectations, since that link shows up in LEQs and DBQs.
4. Practice writing one thesis per major topic before moving to full essay practice.
5. Review your progress check results to see which topics still need work. Unit 7 carries 10-17% of the exam, so the time you put in here pays off across multiple question types.