APUSH Exam Format 2026: An Overview of the Two Main Sections
Section I: Multiple-Choice and Short-Answer
The first half of the AP US History exam structure is designated as Section I, which is further divided into Part A and Part B. Section I, Part A consists of 55 stimulus-based multiple-choice questions. These are not isolated facts but are grouped into sets of two to five questions linked to a specific source, such as a map, letter, or data set. Immediately following the multiple-choice portion, students transition to Section I, Part B: the Short-Answer Questions (SAQs). This segment requires students to provide concise, three-part responses to three distinct prompts. The first two SAQs are mandatory and usually focus on secondary sources or historical debates, while the third offers a choice between two different chronological periods. This section tests the ability to analyze historical evidence and explain historical developments in a constrained format.
Section II: Document-Based and Long Essay Questions
Section II represents the free-response portion where students must demonstrate extended writing and complex argumentation. This section contains the Document-Based Question (DBQ) and the Long Essay Question (LEQ). The APUSH SAQ LEQ DBQ format ensures that students are evaluated on their ability to construct a cohesive historical narrative using both provided evidence and outside knowledge. In the DBQ, students are given seven documents and must craft an essay that integrates these sources to support a thesis. The LEQ, by contrast, provides no documents; instead, students choose one of three prompts and must rely entirely on their internal "mental archive" of historical facts. This section is designed to measure the depth of a student’s analytical capabilities and their mastery of the Disciplinary Practices mandated by the curriculum.
Total Exam Time and Breaks
The APUSH exam time per section is strictly regulated to ensure standardized conditions across all testing centers. Section I lasts a total of 1 hour and 40 minutes, with 55 minutes allotted for the multiple-choice questions and 40 minutes for the three short-answer questions. After Section I, students are typically granted a 10-minute supervised break. Upon returning, Section II commences with a total time of 1 hour and 35 minutes. This includes a mandatory 15-minute reading period at the start of Section II, intended for students to analyze the DBQ documents and outline their LEQ response. While the proctor will announce a suggested transition time from the DBQ to the LEQ, students are ultimately responsible for managing their own clock during the 80 minutes of writing time remaining after the reading period.
A Deep Dive into the Multiple-Choice Question (MCQ) Section
Number of Questions and Time Allocation
The APUSH sections breakdown begins with 55 multiple-choice questions which account for 40% of the total composite score. With only 55 minutes to complete this part, the APUSH multiple choice questions number dictates a rapid pace of approximately one minute per question. However, because the questions are stimulus-based, students must also factor in the time required to read and interpret the accompanying text or visual. It is critical to note that there is no "guessing penalty" on the AP exam. Scores are based solely on the number of correct answers, a policy known as Rights-Only Scoring. Therefore, leaving a bubble blank is never advisable; if a student is stuck between two options, an educated guess is statistically superior to no response at all.
Primary Source and Secondary Source Stimuli
Every question in the MCQ section is attached to a stimulus, which serves as the launchpad for the inquiry. These stimuli are categorized into primary sources—documents created during the time period under study, such as the Seneca Falls Declaration of Sentiments—and secondary sources, which are later interpretations by historians. Some stimuli may be non-textual, including political cartoons, demographic charts, or topographic maps. The exam uses these sources to prevent students from simply memorizing dates; instead, a student might be asked to identify the "underlying social tension" represented in a 19th-century woodcut. This requires a high level of Historical Contextualization, as the student must link the specific document to broader trends occurring simultaneously in American history.
Skill Categories Tested in MCQs
The MCQs are engineered to test specific Historical Thinking Skills, which include developments and processes, sourcing and situation, and claims and evidence in sources. A typical question set might ask a student to identify the intended audience of a speech, then ask how that audience’s reaction reflects a specific continuity or change in U.S. politics. The questions often require identifying the "most direct cause" or "most significant effect" of a trend, forcing students to prioritize historical factors rather than just listing them. By focusing on these skills, the exam ensures that a student’s score reflects their ability to "think like a historian" rather than their capacity for simple data retrieval.
Navigating the Short-Answer Question (SAQ) Section
The SAQ section consists of three questions, accounting for 20% of the total exam score. Each question is broken into three parts (labeled A, B, and C), and students must answer all three parts to receive full credit. Question 1 is required and includes a secondary source, often featuring two historians with conflicting interpretations of an event like the Great Awakening or the New Deal. Question 2 is also required and includes a primary source, such as a quote from a Federalist Paper. For the final requirement, students choose between Question 3 (covering Periods 1–5) and Question 4 (covering Periods 6–9). This choice element allows students to lean into their strongest chronological areas, whether that be the Colonial Era or the Cold War.
Time Management Strategies for SAQs
With 40 minutes to complete three multi-part questions, students have roughly 13 minutes per SAQ. The key to success here is the TEA Method: Thesis/Topic sentence, Evidence, and Analysis. Unlike the longer essays, the SAQ does not require a formal introduction or a concluding paragraph. The goal is to be "succinct yet specific." Graders use a binary scoring system (0 or 1 point per part), meaning there is no partial credit for a "half-correct" answer. Students should spend approximately four minutes on each sub-part (A, B, and C), ensuring they provide a specific proper noun or historical term—such as the Stono Rebellion or the Marshall Plan—to anchor their explanation.
Common SAQ Prompt Types
SAQ prompts typically utilize specific "task verbs" that signal the depth of response required. Common verbs include "describe," "explain," and "compare." An "explain" prompt requires a causal link—showing how or why a specific factor led to a result—whereas a "describe" prompt may only require a detailed account of a particular event. Often, the SAQ will ask for one specific piece of evidence that supports a historian's argument and one piece of evidence that contradicts it. This tests the student's ability to engage with Historiography, recognizing that historical narratives are often contested and subject to revision based on the evidence selected by the researcher.
Mastering the Document-Based Question (DBQ) Logistics
DBQ Time Breakdown (Reading + Writing)
The DBQ is often considered the most challenging part of the exam, contributing 25% to the final score. The 1 hour and 35 minute block for Section II begins with a 15-minute reading period. During this time, students are prohibited from writing in their essay booklets but are encouraged to annotate the seven provided documents and create a pre-writing outline. After the reading period, the College Board suggests spending 45 minutes writing the DBQ. This leaves 30 minutes for the LEQ. Adhering to this internal clock is vital; students who over-write the DBQ often find themselves with insufficient time to complete the LEQ, which carries significant weight (15%) of its own.
Required Number of Documents to Use
To earn maximum points on the DBQ Rubric, students must use the provided documents in specific ways. To earn the "Evidence from Documents" points, a student must accurately describe the content of at least three documents to address the topic of the prompt. However, to earn the higher-level point, the student must use at least six of the seven documents to support an argument. Furthermore, for at least three documents, the student must explain how or why the document’s Point of View (POV), purpose, historical situation, or audience is relevant to the argument. This process, often called "sourcing," is what distinguishes a mediocre response from a top-tier one.
Synthesis and Contextualization Expectations
Beyond the documents, the DBQ requires "Evidence Beyond the Documents"—at least one additional piece of specific historical evidence (not found in the sources) that supports the argument. Additionally, the essay must begin with Contextualization, a paragraph that sets the stage by describing broader historical events or processes relevant to the question. For instance, if the DBQ is about the Civil Rights Movement of the 1960s, the contextualization might discuss the Great Migration or the experiences of African American veterans in World War II. Finally, the "Complexity" point can be earned by demonstrating a sophisticated understanding, such as explaining both continuities and changes or acknowledging multiple perspectives on the issue.
Approaching the Long Essay Question (LEQ)
LEQ Time Allocation and Prompt Selection
The LEQ is the final portion of the exam, and students are given a choice between three different prompts. All three prompts test the same historical thinking skill (e.g., all three might be about "Causation"), but they cover different chronological periods: Option 1 focuses on 1491–1865, Option 2 on 1865–1945, and Option 3 on 1945–present. This prompt selection is a critical decision-point. Students should spend the first 2–3 minutes of their 30-minute LEQ window quickly jotting down the specific evidence they remember for each prompt before committing to the one where they have the most "outside information."
Comparison, Causation, Continuity & Change Frameworks
The LEQ is structured around one of three primary frameworks: Causation, Comparison, or Continuity and Change Over Time (CCOT). A Causation prompt might ask about the factors leading to the American Revolution. A Comparison prompt might ask for similarities and differences between the First and Second Great Awakenings. A CCOT prompt might ask how the role of the federal government changed or stayed the same between the Progressive Era and the New Deal. Understanding these frameworks is essential because the rubric requires students to structure their entire argument around the specific logic of the chosen framework to earn the "Reasoning" point.
Evidence and Argumentation Requirements
Because the LEQ provides no documents, students must provide "Specific and Relevant Evidence" from memory. The rubric requires at least two pieces of specific evidence to earn the basic evidence point, but to earn the second point, that evidence must be used to effectively support an argument. This means simply "dropping" a name like the Zimmermann Telegram is insufficient; the student must explain how that telegram served as a catalyst for U.S. entry into World War I and how that fits into the broader theme of the essay. The essay must also include a defensible Thesis Statement that establishes a clear line of reasoning, usually located in the introduction or conclusion.
Exam Day Logistics and What to Bring
Required Identification and Admission Ticket
On the day of the exam, candidates must present a valid, school-issued or government-issued photo ID. For students testing at a site other than their own school, this is non-negotiable. Additionally, students should have their AP Student Pack or admission details provided by their AP Coordinator. While many schools now use digital check-ins, having a physical or digital copy of your AP ID number ensures that your scores are correctly linked to your College Board account and your high school transcript. Failure to provide proper identification can result in a forfeiture of the exam fee and the inability to sit for the test.
Permitted and Prohibited Items
Students are required to bring several sharpened No. 2 pencils for the multiple-choice section and pens with black or dark blue ink for the free-response sections. Mechanical pencils are generally discouraged for bubbling as they can damage the scannable sheets. Prohibited items include all electronic devices—smartwatches, cell phones, and tablets must be turned off and stored away from the testing desk. Notably, calculators are not permitted for the APUSH exam, as there are no mathematical computations required. Students may bring a watch to track time, provided it does not have an alarm or internet connectivity, though most testing rooms will have a visible wall clock.
Testing Center Procedures
Upon entering the testing room, the proctor will provide specific instructions for filling out the identification grids on the answer sheets. This administrative period does not count toward the testing time. Once the exam begins, students must remain in the room until dismissed, even if they finish a section early. During the 10-minute break between Section I and Section II, students may eat or drink but are typically prohibited from accessing their lockers or phones. Understanding these Testing Center Procedures helps reduce anxiety, allowing the candidate to focus entirely on the historical analysis required to master the APUSH exam format in 2026.