---
title: "AP US History Unit 2 Practice Test"
description: "A timed AP US History Unit 2 (Colonial Society, 1607–1754) practice test in the AP format, drawn from 405 multiple-choice questions and 104 FRQs written for the unit. The standard version takes about 73 minutes."
canonical: "https://fiveable.me/apush/unit-test/2"
type: "unit-test"
subject: "AP US History"
unit: "Unit 2"
---

# AP US History Unit 2 Practice Test

## Overview

A timed AP US History Unit 2 (Colonial Society, 1607–1754) practice test in the AP format, drawn from 405 multiple-choice questions and 104 FRQs written for the unit. The standard version takes about 73 minutes.

## Test Format

- 20 Multiple Choice Questions (20 minutes)
- 1 Short Answer Question (13 minutes)
- 1 Long Essay Question (40 minutes)

## Practice Questions

### Question 1

> 'Twas mercy brought me from my Pagan land,
> Taught my benighted soul to understand
> That there's a God, that there's a Saviour too:
> Once I redemption neither sought nor knew.
> Some view our sable race with scornful eye,\n"Their colour is a diabolic die."
> Remember, Christians, Negroes, black as Cain,
> May be refin'd, and join th' angelic train.

Source: "On Being Brought from Africa to America" by Phillis Wheatley, 1773

Why does Wheatley emphasize spiritual transformation and intellectual ability rather than directly condemning slavery or demanding freedom?

- (A) Her enslaved status and reliance on white patrons required cautious rhetoric.
- (B) She believed spiritual salvation mattered more than political freedom.
- (C) She had internalized racist beliefs and saw salvation as the only path.
- (D) Eighteenth-century poetic conventions did not prevent political or social critique.

**Answer: (A)** Wheatley's emphasis on salvation and intellect reflects her constrained position as an enslaved woman dependent on white patrons. Lines 1–4 stress spiritual change and understanding while line 5 acknowledges prejudice, indicating a strategic indirect challenge rather than an explicit political demand.

### Question 2

The Pueblo Rebellion of 1680, in which indigenous peoples killed Spanish priests and settlers and successfully expelled Spanish colonizers from New Mexico for several decades, most directly demonstrates which colonial development?

- (A) Indigenous resistance to European colonization and forced cultural assimilation through organized military action
- (B) The successful permanent elimination of Spanish colonial presence in North America
- (C) The development of cooperative relationships between Spanish colonizers and Pueblo peoples based on mutual respect
- (D) The emergence of mestizo cultural identity as a unifying force among indigenous and Spanish populations

**Answer: (A)** Recognizing the Pueblo Rebellion as a development requires understanding indigenous agency and resistance. The rebellion illustrates how indigenous peoples actively opposed Spanish imperial control, particularly the forced religious conversion and labor exploitation that characterized Spanish colonization; this organized resistance demonstrates that colonization was contested and that indigenous peoples employed military strategies to challenge European dominance.

### Question 3

The Spanish establishment of missions and the encomienda in 17th-century New Mexico most directly illustrates which colonial development?

- (A) Religious conversion and coerced labor used to secure Spanish imperial control.
- (B) Cooperative trade relationships between Spanish colonizers and Native peoples.
- (C) Emergence of mestizo populations from intermarriage, not institutional control.
- (D) Prioritizing precious metal extraction over territorial settlement in North America.

**Answer: (A)** Spain combined missionary activity with forced labor to impose political and economic control. Missions aimed to convert indigenous people while encomiendas compelled labor, linking spiritual and material domination.

### Question 4

French fur traders' alliances with the Huron and settlements on the St. Lawrence and Mississippi most directly led to which development in colonial North America?

- (A) A commercial network of Indigenous trade alliances that extended French influence inland.
- (B) Rapid displacement of Indigenous peoples by agricultural expansion and plantation farming.
- (C) Establishment of permanent Catholic missions aimed at converting Indigenous peoples.
- (D) Competition with Spain for control of precious metal resources in the Southwest.

**Answer: (A)** France built an extensive inland commercial network by allying with Indigenous nations and controlling river routes. This strategy emphasized fur trade and diplomatic partnerships rather than settler agriculture or large-scale extraction.

### Question 5

The southern colonies' growing reliance on enslaved African labor for tobacco and rice most directly illustrates which colonial development?

- (A) Regional adaptation of labor systems to cash-crop economies and environments
- (B) Adopting indigenous servitude instead of European labor systems in colonies
- (C) Developing religious and philosophical opposition to slavery among British colonists
- (D) Growth of trade networks connecting British colonies to Spanish and French colonies

**Answer: (A)** The South's climate and soils favored tobacco and rice, which required intensive labor. Colonists imported enslaved Africans and adapted labor systems, producing distinct regional social and economic institutions.

### Question 6

The Spanish establishment of Catholic missions in New Mexico after 1609 most directly resulted from which broader European colonization pattern?

- (A) The pursuit of religious conversion alongside territorial conquest as part of imperial expansion
- (B) The need to establish trading posts for profitable fur commerce with indigenous peoples
- (C) The demographic necessity of intermarriage between colonizers and native populations
- (D) The strategic military alliance between Spain and local Pueblo nations against rival European powers

**Answer: (A)** Recognizing that Spanish missions represented a dual strategy of religious and political control reveals how imperial goals shaped colonization methods. The Spanish combined Christian conversion with territorial claims, making missions instruments of both spiritual and secular dominance—a pattern distinct from purely economic or military colonization approaches.

### Question 7

Transatlantic commercial and intellectual exchanges between the British colonies and Britain most directly influenced which colonial development?

- (A) Stronger British affiliation alongside growing colonial political resistance
- (B) Adoption of French fur-trade methods and alliance systems by British colonists
- (C) Establishment of Catholic missions as the chief method of indigenous conversion
- (D) Immediate elimination of indigenous populations through forced-labor systems

**Answer: (A)** Exchanges deepened economic and cultural ties while spreading Enlightenment ideas about rights. Those ideas fostered a distinct colonial identity that encouraged political resistance to British policies.

### Question 8

What pattern connects British slavery in the Chesapeake and Lower South with the Spanish encomienda in the Southwest?

- (A) Both arose from European colonizers' need for labor to exploit regional resources.
- (B) Both were designed to convert indigenous and African peoples to Christianity.
- (C) Both were temporary labor arrangements later replaced by settled trade networks.
- (D) Both were imposed by indigenous peoples on Europeans to control territory.

**Answer: (A)** Both systems addressed labor shortages that enabled resource extraction in colonized regions. The encomienda used indigenous labor for mining and agriculture; British slavery expanded when indigenous populations declined and indentured servitude proved insufficient. This pattern aligns with KC-2.1.I and KC-2.2.II.

### Question 9

Transatlantic commercial and cultural exchanges strengthened ties to Britain yet also fostered resistance. Which pattern best explains this contradiction?

- (A) Colonists adopted British political ideas about rights while lacking real representation.
- (B) British mercantile policies strengthened colonial loyalty by guaranteeing protected markets.
- (C) Colonists living in Britain demanded full independence from Parliament early on.
- (D) Religious diversity divided colonists so completely that cultural ties to Britain disappeared.

**Answer: (A)** Transatlantic exchanges carried Enlightenment and British political ideas that emphasized rights and representation. Colonists embraced these principles while remaining excluded from imperial political power, producing tension between identity and authority.

### Question 10

The French establishment of permanent settlements in Quebec and the Ohio River Valley during the early 17th century most directly resulted from which of the following?

- (A) The fur trade's profitability and France's strategic goal to link northern and southern colonial holdings
- (B) Spanish success in extracting precious metals from Mexico, which prompted France to seek similar resources in North America
- (C) The need to establish Catholic missions to convert indigenous populations, similar to Spanish efforts in the Southwest
- (D) British colonial expansion along the Atlantic coast, which forced France to move inland to avoid direct competition

**Answer: (A)** Recognizing France's specific economic and imperial goals reveals why they prioritized riverine locations. The fur trade generated wealth while controlling the Ohio River Valley connected Canada to the Mississippi Valley, creating a continuous French presence that competed directly with British expansion and Iroquois interests.

## Review the Unit

- [2.1 Context: European Colonization](/apush/unit-2/context-european-colonization-north-america/study-guide/2cwnnkpNtrJCQUVKbbvh)
- [2.2 European Colonization](/apush/unit-2/european-colonization-north-america/study-guide/bOqbTIQvhKy42VNcnRMs)
- [2.3 The Regions of the British Colonies](/apush/unit-2/regions-british-colonies/study-guide/43BTTQADqqAwsWbjpJ5G)
- [2.4 Transatlantic Trade](/apush/unit-2/transatlantic-trade/study-guide/UcqUNsSk8bGifGh838TY)
- [2.5 Interactions between Native Americans and Europeans](/apush/unit-2/interactions-between-american-indians-europeans/study-guide/chUDbGx9XSPajryeDxcv)
- [2.6 Slavery in the British Colonies](/apush/unit-2/slavery-british-colonies/study-guide/h2ezjfgaQaItQZybcxyf)
- [2.7 Colonial Society and Culture](/apush/unit-2/colonial-society-culture/study-guide/Lko98iWbbumC8ceFevkv)
- [2.8 Comparison in Period 2](/apush/unit-2/comparison-period-2/study-guide/osbWaPWHbIDMpvo1PPjH)

## Other Unit Tests

- [Unit 1: Interactions North America, 1491–1607](/apush/unit-test/1)
- [Unit 3: Conflict and American Independence, 1754–1800](/apush/unit-test/3)
- [Unit 4: American Expansion, 1800–1848](/apush/unit-test/4)
- [Unit 5: Civil War and Reconstruction, 1844–1877](/apush/unit-test/5)
- [Unit 6: Industrialization and the Gilded Age, 1865–1898](/apush/unit-test/6)
- [Unit 7: Conflict in the Early 20th Century, 1890–1945](/apush/unit-test/7)
- [Unit 8: The Postwar Period and Cold War, 1945–1980](/apush/unit-test/8)
- [Unit 9: Entering Into the 21st Century, 1980–Present](/apush/unit-test/9)

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