Drill 18 ยท Multiple Choice ยท Unit 3: The Practice of Freedom
AP African American Studies: White Supremacist Violence and the Red Summer (Drill 18) is a Multiple Choice practice drill covering Unit 3: The Practice of Freedom. It contains 5 original questions created by Brian Stewart, a Barron's test prep author with over 20 years of tutoring experience.
Practice AP African American Studies exam questions on lynching, the Red Summer of 1919, Ida B. Wells’s anti-lynching campaign, and Black responses to racial terror. These AP exam prep questions cover Unit 3 themes of resistance, resilience, and white supremacist violence.
The following is from Ida B. Wells's address “Lynching, Our National Crime,” delivered at the National Negro Conference (the founding meeting of the NAACP) in New York City, June 1, 1909.
“The lynching record for a quarter of a century merits the thoughtful study of the American people. It presents three salient facts: First, lynching is color-line murder. Second, crimes against women is the excuse, not the cause. Third, it is a national crime and requires a national remedy. […]
The strong arm of the government must reach across state lines whenever unbridled lawlessness defies state laws. It must give to the individual under the Stars and Stripes the same measure of protection it gives to him when he travels in foreign lands. Federal protection of American citizenship is the remedy for lynching.”
Source: Ida B. Wells, “Lynching, Our National Crime,” Proceedings of the National Negro Conference, New York, May 31, June 1, 1909.
Question 1. What is Ida B. Wells’s primary argument in the passage above?
Explanation: Wells makes two linked claims: the federal government uniquely has the legal power to act (“the only government that can”), and its inaction disgraces the nation morally and internationally. (A) directly contradicts the source, Wells argues perpetrators are known “prominent citizens,” which was a central finding of her investigative journalism and a key rhetorical move: these are not anonymous criminals but community pillars shielded by local power. (B) contradicts her central argument; she explicitly frames federal action as the necessary remedy. (C) names a real element of the passage, international disgrace, but it is a supporting argument rather than her primary claim; the core claim is about federal authority and obligation. Students who pick (C) have identified something true in the passage but missed its argumentative center, which is a common AP reading error. [Skill 2A, Identifying the central claim and distinguishing it from supporting arguments]
Question 2. Wells’s campaign for federal anti-lynching legislation is most significant historically because it
Explanation: Wells’s campaign is historically significant not primarily for its legislative outcome but for the strategic model it represents: when state and local governments perpetrate or ignore racial violence, Black activists turned to federal power and world opinion. This pattern, appealing to Washington and the international community, recurs throughout African American political history, from Reconstruction through the Cold War era. (A) reflects a common chronological misconception: students who know the Dyer Bill existed sometimes assume it passed. It actually passed the House in 1922 but was killed by a Senate filibuster and never became law, this reflects a broader error of placing Progressive Era reform successes too early or assuming that House passage meant enacted law. (C) overstates the connection, the NAACP was founded in 1909 for broad civil rights purposes; Wells was involved in its founding but it was not created specifically for her campaign. (D) is false; Roosevelt did not use executive authority against lynching. [Skill 1C, Patterns and connections in African American political strategy]
Question 3. The term “Red Summer” refers to
Explanation: The Red Summer, a term coined by NAACP leader James Weldon Johnson, refers to the period of 1919 in which white mobs attacked Black neighborhoods across the country, resulting in hundreds of Black deaths and the destruction of entire communities. The violence reflected multiple pressures: resentment over Black migration to Northern cities, labor competition, and the reality of Black veterans returning from World War I with changed expectations of rights. (B) conflates the Red Summer with McCarthyism-era red-baiting of the NAACP, which occurred in the late 1940s and 1950s, a chronological confusion of “Red Summer” (racial violence) with “Red Scare” (anti-communism). (C) misidentifies the nature of 1919 unrest; while it was a significant year for labor strikes, the Red Summer refers specifically to anti-Black racial violence. (D) is the most dangerous distractor; it is partially rooted in fact (labor competition was a contributing tension in cities like Chicago) but mischaracterizes the Red Summer as a labor conflict rather than a campaign of white supremacist violence. Students who know migration and labor history sometimes impose that framework incorrectly. [Skill 1A, Applying disciplinary knowledge of the Red Summer]
Question 4. Which of the following best supports the argument that Black communities responded to white supremacist violence in the early twentieth century through armed self-defense as well as through legal and political channels?
Explanation: The question asks specifically for evidence of armed self-defense, a distinct form of resistance from legal challenges or journalism. During the Chicago Race Riot and other 1919 conflicts, Black residents actively fought back; returning veterans brought military training and a transformed post-war consciousness that contributed to organized armed resistance in their neighborhoods. (A) is historically accurate, the NAACP did successfully challenge the Elaine convictions in Moore v. Dempsey (1923), but this describes legal advocacy, not armed self-defense. (B) is accurate but describes Wells’s international lobbying strategy, not armed resistance. (D) is the most carefully constructed distractor: the UNIA’s African Legion did exist and promoted Black self-defense readiness, which is historically true, but it represents ideological promotion of armed preparedness, not documented instances of community armed self-defense during the Red Summer riots specifically. Students must distinguish between advocating for armed defense and carrying it out. All three wrong answers are historically accurate statements that do not answer what the question asks. [Skill 3B, Supporting a specific historical claim with targeted evidence]
Question 5. Which of the following best explains an important difference between Reconstruction-era Ku Klux Klan terrorism and the white mob violence of the Red Summer of 1919?
Explanation: This comparison requires precision about the target, context, and geography of each wave of violence. Reconstruction-era Klan terrorism was strategically aimed at Black political leaders, Republican officeholders, and Black voters; its explicit goal was to suppress Black political power and restore Democratic control of the South. Red Summer violence in 1919 targeted Black neighborhoods as such, entire communities of Black urban migrants, and was concentrated in Northern and border cities like Chicago, Washington D.C., and Omaha, reflecting the new geography of Black life after the Great Migration. (A) is misleading, both forms of violence involved extralegal mobs, and both sometimes had local law enforcement complicity or direct participation; the Klan did not operate with formal legal sanction either. (C) is the opposite of the historical pattern, Red Summer violence was more geographically dispersed, penetrating Northern cities for the first time, while Reconstruction Klan activity was concentrated in the South. (D) is false on both counts and contains a particularly important trap: Reconstruction-era violence did have lasting effects (it ended Reconstruction), but Red Summer violence also had lasting significance; it accelerated Black migration, galvanized the NAACP, and shaped the New Negro consciousness. [Skill 1C, Comparing patterns of racial violence across time]