African-American Odyssey, The, Combined Volume, 5EDarlene Clark Hine Test Bank

TEST BANK Elizabeth D. Blum Troy State University

THE AFRICAN-AMERICAN ODYSSEY FIFTH EDITION

Darlene Clark Hine Northwestern University

William C. Hine South Carolina State University

Stanley Harrold South Carolina State University

CONTENTS 1.

Africa

1

2.

Middle Passage

8

3.

Black People in Colonial North America

17

4.

Rising Expectations: African Americans and the Struggle for Independence

30

5.

African Americans in the New Nation

38

6.

Life in the Cotton Kingdom

49

7.

Free Black People in Antebellum America

59

8.

Opposition to Slavery

68

9.

Let Your Motto Be Resistance

75

10.

“And Black People Were at the Heart of It”

83

11.

Liberation: African Americans and the Civil War

93

12.

The Meaning of Freedom: The Promise of Reconstruction

103

13.

The Meaning of Freedom: The Failure of Reconstruction

114

14.

White Supremacy Triumphant: African Americans in the South in the Late Nineteenth Century

123

15.

African Americans Challenge White Supremacy

133

16.

Conciliation, Agitation, and Migration: African Americans in the Early Twentieth Century

145

17.

African Americans and the 1920s

158

18.

Black Protest, the Great Depression, and the New Deal

168

19.

Meanings of Freedom: Culture and Society in the 1930s, 1940s, and 1950s

179

20.

The World War II Era and the Seeds of a Revolution

190

21.

The Freedom Movement

201

22.

Black Nationalism, Black Power, Black Arts

214

23.

African Americans at the Millennium

226

24.

The Triumph of Black Politics: 1980 to the Present

233

iii

Africa ■ Chapter 1

CHAPTER ONE: AFRICA IDENTIFICATIONS (Factual and conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this? rain forest hunting and gathering societies hierarchical hieroglyphic patrilineal/patriarchal Berbers savanna lineages nuclear families polygynous families secret societies assimilation polytheistic animistic terra-cotta call-and-response griots

OBJECTIVE/ANALYTICAL QUESTIONS A Huge and Diverse Land 1. Which body of water does not border the continent of Africa? a. Black Sea b. Atlantic Ocean c. Mediterranean Sea d. Indian Ocean (Answer: a; page 6) [Factual] 2. Most of the northern third of the African continent is made up of the ___________ Desert.

(Answer: Sahara; page 6) [Factual]

The Birthplace of Humanity 3. The earliest known hominids were the a. australopithecines. b. Homo sapiens. c. Homo erectus. d. paleoanthropologists (Answer: a; page 8) [Factual]

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Africa ■ Chapter 1

4. Examine Map 1-1. What does the geography of Africa tell you about the possibility for settlement?

(Answer, page 7) [Conceptual] 5. According to the “out-of-Africa” model for development of man, a. modern humans actually emerged in Europe about 200,000 years ago, rather than Africa. b. African peoples and other human groups are actually very distinct genetically, since many different groups developed at the same time from different types of hominids. c. modern humans evolved in Europe, Africa and Asia from Homo erectus and archaic Homo sapiens. d. modern humans originated in Africa, and began migrating to the rest of the world about 100,000 years ago.

(Answer: d; page 8) [Factual]

Ancient Civilizations and Old Arguments 6. Which of the following are generally regarded as the earliest human civilizations? a. Mexico and China b. Egypt and Mesopotamia c. China and Africa d. Mesopotamia and China (Answer: b; pages 8-9) [Factual] 7. Ancient Egyptians a. tended to regard themselves as “white,” but actually exhibited a mixture of racial features. b. died out quickly and did not influence the development and culture of Greece and later Western civilizations. c. were very dependent on the Nile for their protection, agriculture, transportation and communications. d. left very few remains of their civilization in any form.

(Answer: c; pages 9-10) [Conceptual] 8. Why did scholars begin to debate whether Egyptians were black or white?

(Answer, page 9) [Conceptual] 9. The Great Pyramids were constructed as a. markers for the summer and winter solstices. b. primitive astronomical observatories. c. temples for the Egyptian god, Ra. d. royal funeral architecture.

(Answer: d; page 10) [Factual] 10. Discuss the importance of the Nile to Egyptian culture.

(Answer, page 9) [Conceptual] 11. Discuss the class system of ancient Egypt. How is this similar to or different from West African culture?

(Answer, pages 9, 22) [Conceptual] 12. Briefly describe Egyptian religion. What role did the king play?

(Answer, pages 9-10) [Conceptual]

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Africa ■ Chapter 1

13. Examine Map 1-2. Where are most of the pyramids and cities? What does this tell you?

(Answer, page 10) [Conceptual] 14. Women in ancient Egypt a. developed significant amounts of power, since Egyptian culture was matrilineal. b. were treated as property, and were allowed no legal rights once married. c. held a relatively high status, and were able to own property, serve as priests or public officials and even become rulers. d. frequently took more than one husband, in order to produce as many children as possible.

(Answer: c; page 9) [Factual] 15. __________, a part of the Kushite civilization, became Africa’s first industrial center, exploiting nearby resources of iron.

(Answer: Meroë; page 11) [Factual] 16. The nation of Axum is significant because a. they overtook the Egyptians while the Great Pyramids were being built. b. they were influenced by Hebrew culture, and became the first Christian state in sub-Saharan Africa. c. they became extremely wealthy through exploiting nearby iron resources. d. their success rested entirely upon trade, and their influence fell with the decline of Rome.

(Answer: b; page 11) [Conceptual] 17. Briefly describe the influences on Egypt by its southern neighbors of Nubia and Kush.

(Answer, pages 10-11) [Conceptual]

West Africa 18. Discuss the importance of the camel in West African culture.

(Answer, page 13) [Conceptual] 19. Discuss the influence of military technology on the rise and fall of the Ghana, Songhai, and Akan areas.

(Answer, pages 12-18) [Conceptual] 20. Many of the western Sudanese kingdoms were similar in what respects?

(Answer, pages 12-16) [Conceptual] 21. What was not a general characteristic of the western Sudanese kingdoms of Ghana, Mali and Songhai? a. They were generally very peaceful, and prospered without the use of warfare. b. Some of their cities became quite large and well developed. c. Their main source of wealth was trade. d. Muslims maintained at least a nominal presence in each.

(Answer: a; pages 13-16) [Factual]

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Africa ■ Chapter 1

22. Where was the first known kingdom in the western Sudan? a. Meroë b. Ghana c. Songhai d. Egypt (Answer: b; page 13) [Factual] 23. How did Soninke monarchs become wealthy and powerful before the fifth century CE? a. through trade, and with the introduction of the camel providing better transportation b. through constant warfare, and plundering their neighbors c. through the mining of copper and lead d. through the slave trade (Answer: a; page 13) [Factual] 24. What does Al Bakri’s description tell you about gender differences between Arabs and Ghana?

(Answer, page 14) [Conceptual] 25. Who were West Africa’s chief trading partners before the fifth century CE? a. the Egyptians b. the Spanish and French c. Roman merchants and the Berbers d. the Greeks (Answer: c; page 13) [Factual] 26. Examine Map 1-3. What trade advantages might Mali have had that Ghana lacked? How might this have affected the power and longevity of these two kingdoms?

(Answer, page 13) [Conceptual] 27. What African empire became powerful in the 1200s after Ghana fell to the Almoravids? a. The Soninke formed the Empire of the Congo. b. The Mandinka formed the Mali Empire. c. The Almoravids formed the Second Ghanaian Empire. d. The Egyptians formed the first dynasty of pharaohs.

(Answer: b; page 14) [Factual] 28. Mansa Musa, a ruler of the Mali Empire in the fourteenth century, a. was known for his extreme cruelty to his slaves. b. introduced Christianity to the West Sudan region. c. was one of the wealthiest men the world has known. d. was massacred by European armies after trying to stop the slave trade.

(Answer: c; page 15) [Factual]

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Africa ■ Chapter 1

29. Which Songhai leader was a devout Muslim who helped spread Islam in Africa and established the Sankore Mosque at Timbuktu? a. Mansa Musa b. Sunni Ali c. Sundiata Mali d. Askia Muhammad Toure (Answer: d; page 15) [Factual] 30. Examine Map 1-4. Why did the Empire of Songhai and the Kongo Kingdom become powerful traders? What advantages did they have?

(Answer, page 16) [Conceptual] 31. The peoples of the forest regions of Western Africa are important in the study of African-American history because a. they were the first region to open trade with Egypt and other Mediterranean areas. b. they converted to Christianity in significant numbers. c. they played an important role in the slave trade, both as traders and victims. d. actually, the forest regions never became powerful enough to influence African history.

(Answer: c; page 17) [Conceptual] 32. Why did the forest region cultures of West Africa not grow as large as the Sudanese cultures?

(Answer, pages 16-17) [Conceptual] 33. Why did it take until the fifteenth and sixteenth centuries for agriculture to replace hunting and gathering in parts of the forest region of West Africa? a. No one settled in the region until that time. b. The area was densely forested, and clearing it took a lot of effort. c. The forest region was constantly threatened by disease and European warfare. d. Forest region cultures were too dominated by the slave trade to develop agriculture.

(Answer: b; page 16) [Factual] 34. The Yoruba culture is notable for a. Benin City, a huge urban area open to European travelers in the sixteenth and seventeenth centuries. b. the prominent role of women, who often conducted trade and commerce. c. its status as that of the first settlers of the West African forest region. d. None of these are correct.

(Answer: b; page 18) [Conceptual] 35. What was the Kingdom of Benin known for up to the seventeenth century? a. elaborate, skillful work with diamonds b. a large, sophisticated capital city, which had no beggars c. a complete lack of slavery, unusual at the time d. the only society dominated politically by women (Answer: d; page 18) [Factual]

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Africa ■ Chapter 1

36. Examine Map 1-5. How did Benin become a major slaving center even though it was not on an established trans-Saharan route? How did trade routes change?

(Answer, page 19) [Conceptual]

Kongo and Angola 37. The Portuguese referred to the area around the Congo River as ____________.

(Answer: Angola; page 19) [Factual] 38. What distinguished the Kingdom of Kongo from many other African kingdoms? a. Mani Kongo Nzinga Knuwu began a tradition of welcoming early Portuguese missions. b. The Kongo had no access to water travel. c. The Kongo launched a holy war against Christian missionaries. d. The Kongo maintained gender equality.

(Answer: a; page 19) [Conceptual]

West African Society and Culture 39. Most West Africans in the early sixteenth century made a living as ___________.

(Answer: farmers; pages 19-20) [Factual] 40. In a matrilineal society a. women dominate the politics, culture and social life of the group completely. b. the culture will be far more peaceful and in harmony with nature. c. women control the property and legal system of the group. d. political power passes through women – a chief would be succeeded by his sister’s son, rather than his own.

(Answer: d; page 20) [Factual] 41. Discuss ways one Dutch visitor compared Benin to European cities.

(Answer, page 20) [Conceptual] 42. Discuss several cultural differences between the West African cultures on the savannah and the forest.

(Answer, pages 16-25) [Conceptual] 43. Discuss the differences between patrilineal and matrilineal lineages in West Africa.

(Answer, page 20) [Conceptual] 44. Women in West African society generally a. were dominated by older women and had some formal governmental offices and posts. b. were considered the free and independent individuals. c. had more sexual freedom than women in Europe. d. generally were responsible for nothing other than the care of children.

(Answer: d; page 22) [Factual]

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Africa ■ Chapter 1

45. In the hierarchal society of West Africa, slavery a. had no place and never existed until white Europeans (the Portuguese) introduced it. b. was a permanent condition – the children of African slaves were also always slaves. c. functioned as a means of assimilation into West African societies. d. was introduced by the Greeks and Romans.

(Answer: c; page 22) [Factual] 46. The Islamic religion in West Africa a. was stronger in rural areas than in the cities. b. was polytheistic, recognizing Allah, Muhammad and Jesus as divine. c. was similar to Chinese religions in placing high importance on the spirits of ancestors. d. was introduced by Arab travelers, and took root mainly among merchants and bureaucrats.

(Answer: d; page 22) [Factual] 47. In the West African forest region, indigenous religion remained predominantly polytheistic and animistic. This meant that a. they did not believe in an all-powerful creator god. b. they worshiped different animals as gods, especially cows. c. they did not believe in an afterlife, or in dead family members having any type of importance to the living. d. they saw the force of God in all things, including humans, rocks and trees.

(Answer: d; page 22) [Factual] 48. Many West African prose tales centered on a. “trickster” animal characters. b. their gods and goddesses. c. tales of slavery and the evils of white men. d. All of these are correct.

(Answer: a; page 23) [Factual] 49. What differences do you see between the practice of Christianity, Islam and the indigenous religions in Western Africa? Discuss regional and class differences in particular.

(Answer, pages 21-22) [Conceptual] 50. How was West African art and music related to religion?

(Answer, page 23) [Conceptual] 51. Which of the following is true about the role of technology in West African culture? a. It really played little role, since West Africa had almost no technology. b. The use of silver to produce religious idols was the most important feature. c. Interestingly, West Africans refused to build temples, preferring to worship outdoors. d. Rice production, and its technology, became important for African American history.

(Answer d; pages 24-25) [Conceptual]

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Middle Passage ■ Chapter 2

CHAPTER TWO: MIDDLE PASSAGE

IDENTIFICATIONS (Factual and conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? and describe the significance by answering the questions – Why is this important? Why do we study this?

Middle passage Guinea Coast indigo chattel Asiento cash crop Industrial Revolution factories slavers indentured servant Martinique Barbados seasoning Creoles acculturated

OBJECTIVE/ANALYTICAL QUESTIONS The European Age of Exploration and Colonization 1. Which European country took the lead in exploration and colonization in the early 1400s? a. Portugal b. France c. England d. Switzerland (Answer: a; page 30) [Factual] 2. Which accomplishment was not a first for (or sponsored by) the Portuguese? a. rounding the Cape of Good Hope b. sailing around Africa to reach India and the East c. the discovery of the New World d. reaching Africa's west coast (Answer: c; page 30) [Factual] 3. Put these events in chronological order (from earliest to latest): 1. Columbus set sail for the Americas.

2. Portugal begins to trade with African kingdoms.

3. da Gama arrives in India.

4. The slave trade begins in Africa.

(Answer: 4 - 2 - 1 - 3; pages 30-31) [Conceptual]

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Middle Passage ■ Chapter 2

4. Europeans found native populations in the areas of North and South America. Why did they need labor from Africa? a. The Native Americans quickly began to die in huge numbers from diseases imported by the Europeans. b. Native Americans refused to be captured or work as slaves in fields or mines. c. Europeans rapidly established cordial relationships with many native peoples, hoping to gain their cooperation voluntarily. d. There were not enough Native Americans to satisfy the needs of Europeans.

(Answer: a; page 31) [Conceptual]

The Slave Trade in Africa 5. Which statement about the nature of the Islamic slave trade prior to European entry is true? a. The Islamic slave trade did not exist in Africa prior to European entry. b. The Islamic slave trade was not based primarily on race. c. The Islamic slave trade mainly captured adult males for agricultural labor. d. Slavery and the slave trade under Islamic society was at least as harsh as the European version in the Americas.

(Answer: b; page 31) [Factual] 6. Discuss the role of Africans in the slave trade.

(Answer, page 31) [Conceptual] 7. What happened to many Africans once they became slaves in Muslim society? a. They were always beaten and treated very harshly, and rarely survived more than a few months. b. Many were freed or merged into Arab society. c. Most were resold by the Arabs in Morocco to form a huge part of the European slave trade. d. Both male and female African slaves were used as field labor.

(Answer: b; page 31) [Factual]

The Origins of the Atlantic Slave Trade 8. How did the early Europeans usually obtain their supply of slaves? a. They raided along the coast of Africa, forcibly capturing large families. b. Arabs brought slaves up to the coastal cities in Europe, and they were purchased there. c. Europeans captured large land areas through warfare, and subjugated entire groups of people into slavery. d. They obtained their slaves through trade with native African tribes.

(Answer: d; page 32) [Factual] 9. Who was the first known Portuguese merchant to begin to formally trade for slaves with the Africans? a. Antam Goncalvez b. Oba Dahomey c. Ruy do Siqueira d. Bartolomeu Dias.

(Answer: c; page 32) [Factual]

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Middle Passage ■ Chapter 2

10. Which of the following is not a reason why Africans enslaved other Africans, and sold them to Europeans? a. Africans at the time did not have a sense of themselves as “Africans,” and had not really developed a concept of racial solidarity. b. Warfare and interethnic rivalries among African tribes contributed; selling members of defeated tribes proved a way to get rid of opponents. c. African tribes were forced under threat of annihilation or war to sell others to the Europeans. d. African tribes actually did not enslave other African tribes.

(Answer: c; page 32) [Factual] 11. Until the early sixteenth century, for what were the early slaves captured by the Portuguese used? a. domestic servants b. labor in the sugar cane fields of North America c. soldiers in some of the Europeans’ many wars of the time period d. teachers of African culture and language for wealthy, young Portuguese children (Answer: a; page 32) [Factual] 12. Until the early 1500s, the European demand for slaves was relatively low. What changed that? a. a huge plague in Europe, which wiped out the large surplus of laborers b. the growth of racism among the British c. the discovery of the New World by Christopher Columbus and the need for labor on the agricultural plantations of the Europeans d. the development of a new form of cannon, which the Europeans used to threaten more African leaders into selling slaves (Answer: c; pages 32-33) [Factual]

Growth of the Atlantic Slave Trade 13. Examine Map 2-1. Where did most slaves come from and go? What did these destinations have in common?

(Answer, page 33) [Conceptual] 14. Examine Map 2-2. What country’s colonies seemed to have dominant African populations? Why? (Answer, page 34) [Conceptual] 15. Where did most of the slaves from Africa go? a. to the English colonies in North America b. to Mexico, to assist in mining for gold c. to Brazil, to work on the sugar plantations d. to the Caribbean to work on sugar and other plantations (Answer: c; page 34) [Factual] 16. Slavery in the Americas developed along different lines than had slavery in Africa. Which of the following was not one of those differences? a. Slavery in the Americas was based on race. b. Most of the slaves in the Americas were male. c. Most of the slaves in the Americas were used as agricultural laborers, rather than fighters or domestic servants. d. In West Africa, female slaves were only used to make cloth, while they generally did hard agricultural work in the Americas.

(Answer: d; page 34) [Conceptual] 10 ..

Middle Passage ■ Chapter 2

17. Enslaved people in the Americas became ____________, or personal property. When they became slaves they often lost many of their legal and customary rights.

(Answer: chattel; page 34) [Factual] 18. The Spanish and Portuguese dominated the early slave trade with the Africans. Which nation ousted them from this status in the early seventeenth century? a. Holland b. England c. France d. Germany (Answer: a; page 34) [Factual] 19. Why did the British want to take over the slave trade in the late 17th century? a. Their ongoing war with France demanded a supply of soldiers. b. They needed labor for tobacco cultivation in Virginia and Maryland. c. They wanted the taxes paid to the slave trade leader by other European nations. d. They had begun to establish sugar plantations in Brazil and needed labor.

(Answer: b; pages 34-35) [Conceptual] 20. How many slaves were the British able to transport to the Americas when the demand for slaves was the highest? a. Due to the inadequate technology available, the British really could only transport a few thousand a year. b. The British customarily moved hundreds of thousands of slaves per year, with the development of new and wider types of ships. c. Generally, between 10,000 and 20,000 people per year. d. In the 1790s, the British moved approximately 50,000 slaves from Africa to the Americas.

(Answer: d; page 35) [Factual] 21. Examine Map 2-3. How did the slave trade affect worldwide trading systems? a. A triangular trade system developed, involving British manufactured goods, slaves, sugar and rum. b. The Americas became the wealthiest area of the world in the 1700s, disrupting European power. c. Spain and Portugal continued to dominate the trade into the 1700s, forcing the British and French to pay exorbitant taxes for a small role in the trade. d. The slave trade played a limited role in worldwide trade, as it only involved slaves moving from Africa to the Americas.

(Answer: a; page 36) [Conceptual]

The African-American Ordeal: From Capture to Destination 22. How did an African become a slave? a. European armies raided the interior of Africa for people. b. Thinking they would have a better life in the Americas, many sold themselves voluntarily. c. Their town or village was conquered by another African army. d. They were members of a very poor tribe, who frequently sold children to make money.

(Answer: c; pages 35-36) [Factual] 23. What types of resistance did the enslaved Africans use against their captors on the journey to the factories?

(Answer, pages 36) [Factual] 11 ..

Middle Passage ■ Chapter 2

24. Which of the following is true about the path a slave—once captured—took to the market in Africa? a. Generally, the captured slaves thought they would be treated fairly and submitted to the long stages of travel. b. The trips to the coast were generally brief, as most Africans traded as slaves lived near that area. c. African tribes kept trading stations along routes, for access to food and water. They wanted as few as possible to die along the way. d. The slaves were tied together with ropes, or had "yokes" around their necks during the journey.

(Answer: d; page 36) [Factual] 25. What steps did the Europeans take to reduce the risk of rebellion at the slave factories in Africa? a. Slaves were kept drugged and shackled with heavy chains. b. Families and ethnic groups were separated. c. Men and women were separated into separate trading towns. d. Europeans didn’t really have to take many steps, as the completely overwhelmed Africans often submitted to the process.

(Answer: b; page 37) [Factual] 26. Which of the following was not a characteristic of a typical slave ship? a. Slaves were separated by gender to prevent rebellion. b. Slave captains packed their ships as tightly as possible to maximize profit. c. Mortality rates were very high, due to unsanitary conditions and the rapid spread of disease. d. Slave ships were generally poorly constructed, and were more likely to fall apart on their way to the Americas as make it there.

(Answer d; pages 38-39) [Factual] 27. Discuss conditions on the slave ships.

(Answer, pages 38-39) [Conceptual] 28. What do we learn from the story written by Olaudah Equiano, a former slave? a. Some slaves were treated with kindness and empathy of their initial captors. b. The middle passage was an incredibly difficult experience for Africans, torn from their home and families and forced into horrifying conditions. c. Because of their advantage in numbers, some slaves succeeded in rebelling against their captors, seizing control of the slave ship and returning to Africa. d. Slaves usually failed to resist to the process of slavery.

(Answer: b; page 39) [Conceptual] 29. Discuss the experiences of Ayuba Suleiman Diallo. How are his experiences different from or similar to Olaudah Equiano’s? How do you account for such differences?

(Answer, page 45) [Conceptual] 30. Discuss the experiences of John Newton. What contradictions do you see in his life or story?

(Answer, pages 39-41) [Conceptual]

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Middle Passage ■ Chapter 2

31. What do we learn from the story of John Newton, a British slave ship captain? a. Some devoutly Christian people never saw a contradiction between their jobs trading in human cargo and their religious beliefs. b. Christians could be cruel, harsh slavers. c. Ships’ captains filled their ships with slaves quickly, usually in one stop at an African trading center. d. Both that Christians could be cruel, harsh slavers, and that some never saw a contradiction between trading in human cargo and their religious beliefs.

(Answer: d; pages 39-41) [Factual] 32. What does the diary entry by the Dutch slaver tell you about his life and position?

(Answer, page 43) [Conceptual] 33. What do we learn of slavery from the story of Ayuba Suleiman Diallo of Bondu? a. Almost all Africans were illiterate members of very poor tribes. b. English slavers deliberately sought out certain Africans to assist them in enslaving more tribal groups. c. Some Africans were successful in organizing armed resistance to the British slave efforts. d. The experiences of captured slaves varied considerably according to the available resources, class level and education of the slave.

(Answer: d; page 45) [Factual] 34. How did food supplies vary between captors and slaves on the slave ships?

(Answer, pages 41-42) [Conceptual] 35. What was not true about the rapid spread of disease on slave ships? a. Physicians had not developed the theories relating the spread of germs to disease, but thought that illnesses were spread by imbalances in bodily fluids. b. Generally, ship doctors used a primitive form of inoculation to prevent the worst diseases. c. Slave ships had inadequate and highly unsanitary ways of disposing of human waste. d. Slavers forced their captives to eat using common spoons and bowls.

(Answer b; page 42) [Factual] 36. What disease took the lives of most slaves while on board the slave ships? a. typhoid b. measles c. smallpox d. influenza (Answer: c; page 42) [Factual] 37. Which of the following does not characterize doctors of slave ships at the time? a. Many collected African remedies to help with illnesses at sea. b. Since slavers wanted to keep as many slaves alive as possible, ships’ doctors had an unusually sophisticated knowledge of medicine at the time. c. They were often given incentives for the number of slaves they kept alive on the voyage. d. They began to understand connections between health, hygiene and diet after about 1750.

(Answer: b; page 42) [Factual]

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38. Which of the following was a difference between the lives and beliefs of the ships’ crew and its human cargo? a. Crew and the slaves shared the same diet. b. The crews were far healthier, and immune from the epidemics of disease that swept the slave ships. c. The crews of ships rarely feared violence against their lives. d. African medicine was far more holistic than European medicine, and stressed the interconnectedness of mind, spirit and body.

(Answer: d; pages 42-43) [Conceptual] 39. Slave rebellions were a not uncommon experience on slave ships. Which of the following was not a common way for slaves to rebel or resist their imprisonment? a. by refusing to eat b. by drowning themselves c. organizing and carrying out bloody, violent rebellions d. by stealing life boats and rowing back to shore prior to the ship leaving for the Americas.

(Answer: d; pages 43-44) [Factual] 40. What types of resistance did the enslaved Africans use while on the slave ships?

(Answer, pages 43-44) [Conceptual] 41. How did African women’s experiences differ from African men’s on board slave ships? a. Crews treated African women to better food, hoping to gain their trust and keep them from rebelling. b. African women experienced sexual violence by the ships’ crews. This high level of violence, and its psychological effects, may have led to their lessened sex drives once the women arrived in the Caribbean and Latin America. c. African women generally were treated with more respect, since they could reproduce and therefore gain a higher price on the market. d. African women were beaten frequently, as European men found their lack of "manners" disgusting.

(Answer: b; pages 46-47) [Conceptual]

Landing and Sale in the West Indies 42. Many slaves were sold once they reached the West Indies. What was typical of the sale process? a. Slavers allowed the slaves some time to rest and recuperate before sale. b. Slavers adhered to a scrupulous code of ethics and refused to sell a sick or injured slave. c. The sale process was very quick once the slaves reached the West Indies. d. New owners were given detailed, written histories of their slaves, including medical information.

(Answer: a; pages 46-47) [Factual] 43. Sometimes slaves were sold at auctions; at other times, however, they were sold in the ________, where buyers rushed into a pen to rope or grab the slaves they wanted.

(Answer: scramble; page 47) [Factual]

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Seasoning 44. Which of the following best describes “seasoning” for the newly arrived slaves? a. the process of becoming accustomed to and learning new skills for their lives in the Americas b. the punishment process for rebellion by new slaves; new owners learned to be very harsh to teach new slaves a lesson quickly c. being fattened up and prepared for sale d. an identification process, involving the branding of newly arrived slaves, like cattle (Answer: a; page 47) [Factual] 45. Which of the following is NOT true of Creoles or older Africans? a. They were considered less valuable than other Africans for many reasons. b. They generally were more familiar with the European languages. c. They had become accustomed to the diseases and new climate of the area. d. Since whites were in the minority of the population, they could help train new arrivals.

(Answer: a; pages 47-48) [Conceptual] 46. Why were Creole slaves valued more than other slaves? How were their lives different from other slaves?

(Answer, page 47) [Conceptual] 47. How was work divided among the slaves during seasoning in the West Indies? a. Children worked alongside their parents, sharing work hours and tasks. b. Masters generally split the slaves up into several gangs, with the strongest men doing the heaviest work, the older slaves and women doing weeding, and children assisting in light tasks. c. Creoles never worked in the field, only in the masters’ house as domestic servants. d. Many of the slaves were chosen for skilled tasks, like carpentry and bricklaying.

(Answer b; pages 47-48) [Factual] 48. What does the level of resistance tell you about Africans’ attitudes toward enslavement?

(Answer, pages 35-49) [Conceptual]

The End of the Journey: Masters and Slaves in the Americas 49. How did a planter decide if a slave had been “seasoned”? a. The slave began to plant African foods in the New World. b. The slave began to speak Spanish, French or English perfectly. c. The slave seemed psychologically stable, and did not participate in armed rebellion or suicide attempts. d.The slave settled down, got married, and had children.

(Answer: c; page 49) [Factual] 50. Discuss the four factors for successful seasoning of slaves in the Americas. Why was each important?

(Answer, page 49) [Factual]

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The Ending of the Atlantic Slave Trade 51. Which was not a reason why the British abolished the Atlantic slave trade in 1807? a. England’s economy had become less dependent on plantation agriculture than before. b. The English had begun to see the slave trade as being against their religious beliefs. c. Many stories had been spread about the horrors of the middle passage and slavery. d. The British had begun to believe that racism was scientifically incorrect, and should not be a part of their belief systems.

(Answer: d; pages 50-51) [Conceptual] 52. What was the international reaction to England’s abolition of the slave trade? a. America abolished the slave trade only after the Civil War in 1965. b. Spain and Brazil agreed with the British and stopped importing slaves completely at the same time. c. The African kingdom of Guinea established a national day of celebration when the slave trade was abolished. d. When many African nations began warring after the abolition, some European colonies had an excuse to establish colonies there.

(Answer: d; pages 50-51) [Factual] 53. What prompted the rise of English abolitionism? What effects did it have on the slave trade in general?

(Answer, page 50) [Conceptual]

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Black People in Colonial North America ■ Chapter 3

CHAPTER THREE: BLACK PEOPLE IN COLONIAL NORTH AMERICA IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? and describe the significance by answering the questions – Why is this important? Why do we study this?

French and Indian War joint-stock company Church of England chattel slavery House of Burgesses slave codes manumission master class incest taboos spirit possession divination pidgins/Black English "gang system"

OBJECTIVE/ANALYTICAL QUESTIONS The Peoples of North America 1. What can you tell about black and white relationships from the South Carolina Slave Code excerpt on page 58 of the textbook?

(Answer, page 58) [Conceptual] 2. How do most historians believe the Native Americans arrived in North America? a. Asians moved across a land bridge from Siberia to Alaska. b. Native Americans originated here, just as other types of humans originated on other continents. c. Native Americans originated in present day Peru, and migrated northward with population expansion. d. Native Americans are believed to have originated in Africa, and migrated prior to the movement of the continents.

(Answer: a; page 59) [Factual] 3. What types of achievements did Native Americans in North and South America make before the arrival of Columbus? a. Native Americans actually had an incredibly primitive society, and had accomplished very little at the time Columbus arrived. b. Native Americans had made some simplistic efforts at understanding science, but had very little political organization. c. Native Americans had established religions and large cities, but had made few cultural achievements, like art or literature. d. Native American civilizations had established religions, political systems, and large, complex cities. They had also made many discoveries in science, especially astronomy and mathematics.

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4. What happened to the sophisticated Mississippian culture during the fourteenth century? a. They were wiped out by European diseases. b. They were destroyed by climatic change and warfare. c. They became the most dominant culture in the hemisphere, after destroying a rival tribe. d. They were the first culture to begin to use domesticated animals in agriculture in the world.

(Answer: b; page 59) [Factual] 5. Which of the following was not a way Native American culture influenced European and black lives and culture? a. Indians assisted Europeans with planting and understanding native crops like corn, potatoes and pumpkins. b. Generally, because the Native Americans were so decimated by disease, they really had no opportunity to influence either culture. c. Indian modes of transportation and clothing became common among European colonists. d. The use of an Indian crop, tobacco, led to the enslavement of Africans in North America.

(Answer: b; pages 59-60) [Factual] 6. What other groups of people were present when the Europeans and early Africans landed in the “New World”?

(Answer, page 59) [Factual] 7. What is true about Native American relationships with African slaves? a. Native Americans saw African slaves as very different, and quickly adopted racist views similar to those of the British. b. Being very proud culturally, Native Americans refused to mix sexually with slaves. c. Native Americans often provided refuge to escaping slaves and some areas saw extensive race mixing. d. Native Americans never owned slaves, as they believed in the fundamental equality of people.

(Answer: c; pages 59-60) [Factual] 8. Which of the following is true of the Spanish Empire in America? a. The Spanish came in large numbers, and were able to maintain a rigid system of slavery. b. The Spanish overseers were often much more kind and generous than in other cultures. c. The Spanish, Indian, and African cultures intermingled in these areas. d. Africans only arrived in the Spanish colonies after 1600.

(Answer: c; page 60) [Factual] 9. Who was the first English explorer to reach North America in 1497? a. Sir Francis Drake b. John Smith c. John Cabot d. Christopher Columbus (Answer: c; page 60) [Factual] 10. Why did the British not establish colonies as rapidly as the Spanish? a. The English monarchy was not as wealthy as the Spanish monarchy. b. The English people were going through a lot of religious turmoil with the Protestant Reformation. c. The climate in North America was far different than that in England. d. All of these are correct.

(Answer: d; pages 60-61) [Conceptual]

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11. Where was the first permanent British settlement in North America? a. Jamestown b. Newfoundland c. Roanoke d. Massachusetts Bay (Answer: a; page 61) [Factual] 12. What effect did the discovery of tobacco as a cash crop in Virginia have on the colony’s labor supply? a. The British immediately began to import African slaves to do the heavy work on the tobacco plantations. b. It really had no effect, since tobacco was not thought of as desirable, so Virginians had to turn to other crops, like cotton, to make a living. c. Early tobacco was a very dangerous product, and quickly killed off the Indians the white settlers had used as slave labor. d. The British needed more labor, although they initially turned to their “undesirables” as a source.

(Answer: d; page 61) [Conceptual] 13. Which statement is true of the colonists at Jamestown in the early months of 1619? a. The colonists were all white until a Dutch warship brought about 20 Africans to the colony. b. The colonists were roughly half white and half black. c. The colonists included some of African descent. d. The colonists were evenly divided between blacks, whites and Native Americans.

(Answer: c; page 61) [Factual] 14. Who were the “first” blacks in the British colonies?

(Answer, page 61) [Factual] 15. The early status of blacks in North America under the British colonies was initially unfree, but they were not slaves. Why was this so? a. Unlike Spain and Portugal, England had no legal experience with slavery, and had no codes to guide them. b. The British were intent on converting the pagan Africans to Christianity. c. The first arrivals had been stolen from the Spanish, and British common law required that they be set free immediately. d. All of these are correct.

(Answer: a; pages 61-62) [Conceptual] 16. What can we tell about the early population statistics of blacks in Virginia? a. Because African men and women were imported in equal numbers, the population grew very rapidly. b. Until the mid 1600s, people of African descent remained a very small minority in the British colonies. c. Blacks immediately began to reproduce very successfully in the colony. d. Early blacks quickly intermarried with local British colonists and produced a thriving mulatto population.

(Answer: b; page 62) [Conceptual]

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Black Servitude in the Chesapeake 17. Who were the largest class of laborers in British North America before 1670? a. black slaves b. white slaves c. Russian immigrants d. indentured servants (Answer: d; page 62) [Factual] 18. Which of the following is not true about indentured servitude in British North America? a. Black people were often considered and treated as indentured servants. b. Masters were often very brutal and controlling over their servants. c. Indentured servants could become free once their term of service to their master was complete. d. Indentured servitude was completely race-based among the British. Only whites could be indentured servants.

(Answer: d; page 62) [Conceptual] 19. What does the story of Anthony Johnson, a black man in early Virginia, tell us about blacks in general in the colonies before the 1670s? a. Blacks never were able to gain their freedom from slavery. b. Blacks had no legal rights in the courts, as opposed to the Spanish system. c. Blacks could own fairly substantial amounts of property, and have their own servants and slaves. d. Blacks were rarely allowed any types of rights, as they were always considered "chattel."

(Answer: c; pages 62, 64) [Conceptual] 20. Which word or phrase best describes the status of black people in early Virginia? a. ambiguous b. completely subordinate c. independent d. set in stone (Answer: a; page 62) [Conceptual] 21. The term chattel means _________________.

(Answer: personal property; page 62) [Factual] 22. What other forms of labor did the British use in North America? Why did they begin to turn to African sources?

(Answer, pages 62-65) [Conceptual] 23. By about 1700, the British colonies had practically replaced indentured servitude with black slavery. What was not a factor that caused this to happen? a. The British had gained control of the slave trade in Africa, and this caused the price of slaves to go down. b. Fewer indentured servants were willing to go to the Chesapeake. c. The British could look to their established precedent of slavery in the Caribbean as an example. d. The British decided to outlaw indentured servitude, as they believed labor should only be done by Africans.

(Answer: d; page 63) [Conceptual]

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24. How did British racism affect the nature of slavery in their colonies during the 1600s? a. Laws in the early 1600s forced all blacks into slavery for life, allowing only whites to be indentured servants. b. Laws were made, making penalties for blacks harsher than that for whites. c. Black women were never assigned to do anything except the most routine house chores. d. British racism had really not developed at this time. Racism only came about later, when slavery was well established.

(Answer: b; page 63) [Conceptual] 25. What evidence shows historians that blacks’ labor status evolved into a lifetime term, rather than just the 5-7 years of a typical indentured servant? a. Laws in Virginia and Maryland forbid blacks being held for life until about 1800. b. Prices for blacks became more expensive than whites. c. Legal punishments for both blacks and whites could include life terms added to service. d. Manumissions became more common.

(Answer: b; page 63) [Factual] 26. What was the status of early blacks in the British colonies? How do we know this?

(Answer, pages 62-64) [Conceptual] 27. What is not generally a characteristic of chattel slavery, which began to develop in the British colonies in the 1660s? a. Slaves lost many of their legal rights, although they could still be married in the eyes of the law. b. The condition of the mother dictated the condition of the child. c. Slaves could not own property, vote, or bear arms. d. Being a Christian had no effect on a slave’s status.

(Answer: a; page 63) [Factual] 28. What can you tell from the story of Anthony Johnson?

(Answer, page 64) [Conceptual] 29. Discuss the development of racism among the British.

(Answer, page 63) [Conceptual] 30. How did the early status of blacks in the British colonies change over time?

(Answer, pages 62-64) [Conceptual] 31. Discuss changes in laws and legal precedents between 1660 and 1710 to define the status of slaves in the colonies.

(Answer, page 63) [Factual]

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32. In the British colonies, slaves generally had the same status as domestic animals. What was the main exception to this rule? a. White slaves maintained all their legal rights. They were just servants for life. b. Laws forbid masters from killing their slaves through any kind of punishment. c. Slaves were held responsible for any violations of civil or criminal law. d. There were no exceptions to the rule.

(Answer: c; page 63) [Factual] 33. ___________ Rebellion in 1676, a rebellion by former indentured servants demanding political change, pushed concerned wealthy white men in Virginia to use slavery over the older form of labor.

(Answer: Bacon’s; pages 64-65) [Factual] 34. How did Bacon’s Rebellion affect the American system of slavery?

(Answer, pages 64-65) [Conceptual]

Plantation Slavery, 1700-1750 35. What was characteristic of most slaves’ daily lives on plantations from 1700-1750? a. Most slaves lived on small tracts of land and worked closely with their masters. b. Most slaves worked in the homes of their masters. c. Most slaves worked seven days a week, without rest from dawn to dusk, and had other tasks at night to complete before sleeping. d. Most slaves were beaten and abused horribly through physical punishment on a daily basis.

(Answer: a; page 65) [Factual] 36. How did the work of black women vary from that of black men? a. They never had to work in the fields. b. They frequently had to work longer hours, since their tasks included being domestic servants. c. They had access to some skilled occupations, like carpentry and shoemakers. d. They were not allowed to participate in the annual harvest festival.

(Answer: b; page 65) [Conceptual] 37. What colonies made up the “low country”? a. Virginia and Maryland b. Carolina and Georgia c. Georgia and Florida d. all the southern colonies, from Virginia southwards (Answer: b; page 66) [Factual] 38. How was slavery in the low country different from slavery in the Chesapeake? a. Slavery was much more lenient, and kept the characteristics of indentured servitude through the American Revolution. b. African slaves outnumbered European whites, most of whom arrived from Barbados. c. The low country never developed a cash crop like the Chesapeake did. d. Christian slaves tended to have many more rights than those who maintained an indigenous religion.

(Answer: b; pages 66-68) [Conceptual]

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39. How did slaves influence the choice of cash crop in Carolina? a. West African slaves had experience with rice cultivation. b. Slaves arriving from Virginia knew more about tobacco cultivation than the British plantation owners from Barbados. c. West Africans had learned how to produce silk from trade with Arabs and the East. d. West African slaves enjoyed foods prepared with corn, and planted this in abundance.

(Answer: a; pages 66-67) [Factual] 40. Examine Map 3-1. How did concentrations of slaves vary by region? Why? (Answer, page 67) [Conceptual] 41. Briefly discuss the types of work described in the account of George Mason’s plantation.

(Answer, page 68) [Conceptual] 42. Why do we see the strictest slave codes originating in Carolina?

(Answer, page 68) [Conceptual] 43. Why and how was the low country distinctive?

(Answer, pages 66-68) [Factual] 44. What status did slaves have during approximately the first 20 years of Georgia’s existence? a. Slaves actually had about equal status to whites early in Georgia. b. Slaves were treated far more harshly in Georgia than anywhere else, primarily because they outnumbered white settlers. c. Slaves had an ambiguous status in Georgia. Historians cannot tell if they were considered slaves or indentured servants. d. Slavery was outlawed in Georgia during the early years of the colony.

(Answer: d; page 68) [Factual] 45. What legal and cultural effect did the black majority population not have on Carolina and Georgia? a. Carolina adopted the harshest set of laws for slaves, since they were very fearful of slave revolts. b. They were able to alter the system of racism in the area to make it more equal and just. c. A distinct class system arose among blacks, with some creoles enjoying more privileges. d. Blacks on the plantations worked on daily tasks in the fields, without much white supervision.

(Answer: b; pages 67-68) [Conceptual] 46. Where and how were most slaves concentrated? What was the importance of the increasing demand for tobacco and other cash crops?

(Answer, pages 65-68) [Conceptual] 47. Advances in plantation technology tended to: a. Make life much easier, and work much cleaner, for slaves in general. b. Be quite advanced for the time period, in fact, well advanced from European methods. c. Be used only by the masters, since they did not trust slaves to perform complicated tasks. d. Be concentrated in agriculture, particularly with tobacco and indigo.

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Black People in Colonial North America ■ Chapter 3

Slave Life in Early America 48. How did black slaves demonstrate some of their African culture through their everyday lives? a. Slave men used elaborate jewelry made of flowers and shells. b. Slaves continued the African style of housing, generally hollowed out caves with elaborate connecting tunnel systems. c. Slave women created African-style head wraps and clothing. d. They had large wardrobes of clothing, with many changes of clothes for their private festivals and celebrations.

(Answer: c; page 69) [Factual]

Miscegenation and Creolization 49. Interracial sexual contact is also called ___________________.

(Answer: miscegenation; page 70) [Factual] 50. How would the British have described the race of a person who was part white and part black? a. The child was always considered the same race as the mother. b. Anyone with black blood was automatically considered black, and therefore inferior. c. That person would be adopted into white society if his or her skin color was light enough. d. As a "mestizo."

(Answer: b; page 70) [Factual] 51. What statement is true about miscegenation in European colonies? a. Because of the extreme racism of the British, racial mixing never occurred. b. Miscegenation was more extensive and accepted in French and Spanish colonies. c. Less racial mixing between blacks and Native Americans occurred in Spanish colonies. d. Miscegenation was a rare occurrence, backed up by strict legal rules against it.

(Answer: b; page 70) [Conceptual] 52. Why was miscegenation less extensive in English North America than among the French or Spanish colonies?

(Answer, page 70) [Conceptual]

The Origins of African-American Culture 53. What African characteristics did second generation slaves lose in America? a. language and ethnic identity b. elements of family structure and concepts of self worth c. second generation slaves generally adopted European practices and shunned all African ways d. knowledge about agricultural production (Answer: a; page 71) [Factual] 54. What factor contributed most to the preservation and continuation of West African culture? a. the increased importation of West African men b. the crackdown on slaves by white masters in the British colonies c. the slaves considering it an important part of their lives d. more balanced sex ratios (Answer: d; page 71) [Factual] 24 ..

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55. Which statement is true of African religious beliefs in the American colonies? a. Because African Americans were forced to convert to Christianity, little remained of their African religious origins. b. Africans really had no true type of religion, and therefore accepted Christianity easily. c. Until the nineteenth century, African Americans continued many aspects of their indigenous or Islamic religions. d. Africans quickly adopted a mixture of Christianity and Native American religions.

(Answer: c; page 72) [Conceptual] 56. The ________________ was a large religious revival in the British colonies in the mid- to late-eighteenth century.

(Answer: Great Awakening; pages 72-73) [Factual] 57. What factor did not prevent the spread of Christianity among slaves prior to the Great Awakening? a. Masters had prohibited slaves from converting to Christianity. b. Masters feared that Christianity would bring ideas of freedom and equality to slaves. c. Africans continued to practice their own native religions. d. Catholic leaders at the Vatican refused church admission to non-whites.

(Answer: d; page 72) [Factual] 58. How was the Christianity of the Great Awakening similar to many native African practices? a. The evangelical Protestant ministers’ preaching style was similar to African “spirit possession.” b. The Christian trinity was similar to African beliefs about gods and the creator. c. Baptism, as a form of rebirth and renewal, was similar to West African water rituals. d. All of these are correct.

(Answer: d; page 72) [Conceptual] 59. Although the Great Awakening included elements of equality, some factors pushed blacks to organize their own churches. Which was not one of those factors? a. Black members had to sit apart from white members in church services. b. Black men were never allowed to hold leadership roles or become preachers in the church. c. White masters emphasized elements of Christianity “appropriate” to slaves, like obedience, and subservience. d. Black churchgoers wanted to continue some elements of African worship, like dancing, shouting, clapping and singing that some denominations thought inappropriate.

(Answer: b; page 73) [Conceptual] 60. Which English word does not have African roots or origins? a. banjo b. violin c. voodoo d. gumbo (Answer: b; page 73) [Factual]

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61. Which African instrument survived to be used by slaves on American plantations? a. flute or piccolo b. tambourine c. harpsichord d. banjo (Answer: d; page 73) [Factual] 62. Discuss several similarities and differences between African religion and Christianity of the late seventeenth and early eighteenth centuries.

(Answer, pages 72-73) [Conceptual] 63. Why did African Americans begin to establish separate churches?

(Answer, page 72) [Conceptual] 64. Discuss the importance of music, language and folk literature to the slaves. How can these be seen as elements of resistance?

(Answer, pages 73) [Conceptual] 65. How did slaves influence elements of white culture?

(Answer, pages 73-75) [Conceptual] 66. Which of the following is not true about African American’s cultural influence on whites? a. Southerners began to use African-style phrases and intonations in language. b. Whites frequently consulted slaves for herbal remedies and other medicines on the plantations. c. Whites refused to eat African-style cooking, forcing them to make European-inspired dishes like fried chicken, black-eyed peas and collard greens. d. Sometimes whites participated in the pre-Easter celebrations of Pinkster.

(Answer: c; page 72) [Conceptual] 67. How does Jupiter Hammond’s poem reflect the religious spirit of the Great Awakening for African Americans?

(Answer, page 72) [Conceptual] 68. How did African Americans continue various elements of their African heritage during slavery? What does this tell us about them from a social and cultural standpoint?

(Answer, pages 71-75) [Conceptual]

Slavery in the Northern Colonies 69. How did slavery differ in the northern British colonies before about 1750? a. Slavery never existed in the North. b. Slavery was less extensive in the North, because more white labor was available and it had a more diversified economy. c. Almost no slaves performed agricultural labor, since the North was mostly industrial. d. Slaves had extensive legal rights and obligations in the North that were non-existent in the South.

(Answer: b; pages 75-76) [Conceptual]

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70. What was not true about northern slaves’ labor and culture before about 1700? a. Slave codes were milder and not generally enforced. Some slaves could own property. b. Some slaves could obtain jobs and training in skilled positions in the northern cities. c. Because there were fewer slaves and they were more isolated, less African heritage was preserved. d. When not working for their masters, all slaves lived in large, run-down housing in segregated parts of cities.

(Answer: d; pages 75-76) [Conceptual] 71. How was slavery different in the northern colonies? Why? (Answer, pages 75-76) [Conceptual]

Slavery in Spanish Florida and French Louisiana 72. What was the occupation of many black slaves in the Spanish colony of St. Augustine? a. soldiers b. agricultural workers c. house servants d. Workers in gold mines.

(Answer: a; page 77) [Factual] 73. How were slaves in the Spanish colony of St. Augustine different than slaves under British rule? a. St. Augustine slaves were treated far worse than slaves under British rule. b. Slaves had some social standing and power from their positions and church membership. c. The Spanish considered slavery to be a temporary condition, and freed all slaves after 5 years of service. d. Spanish slaves were considered the social and political equals to whites in the colony.

(Answer: b; pages 76-77) [Conceptual] 74. What was not true about the city of New Orleans under French control in the early 1700s? a. Most African Americans in Louisiana lived there. b. New Orleans had a large Creole population, many of whom gained their freedom. c. The Louisiana blacks remained in the colony to become a part of the United States. d. New Orleans blacks maintained close cultural and family ties to the Congo region, and trips between those places were common.

(Answer: d; page 77) [Conceptual] 75. Discuss some of the differences between slavery in the British colonies and slavery in the Spanish and French colonies.

(Answer, pages 76-77) [Conceptual]

African Americans in New Spain’s Northern Borderlands 76. What types of work did blacks in the northern parts of New Spain perform?

(Answer, page 77) [Factual] 77. How did race and heredity play a role in black people’s lives in the northern parts of New Spain?

(Answer, pages 77-78) [Conceptual]

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Black Women in Colonial America 78. What types of labor were most common for slave women? a. field labor, but only in the late seventeenth centuries, when whites began to import more black men b. field labor, often accompanied by white women c. field labor, throughout the history of slavery d. field labor, but only doing very light tasks like bringing water to the men (Answer: c; page 78) [Factual] 79. In what types of ways did black women’s lives differ from black men’s under slavery? a. Black women were limited to domestic labor only, as whites did not think that women should do field work. b. Black women were only allowed to work in the fields, although at very different tasks than men. c. Black women were separated from men at an early age, so that white masters could control the “breeding” process. d. Black women were under constant threat of sexual exploitation.

(Answer: d; page 78) [Conceptual] 80. How did black slave women’s lives vary across the British colonies?

(Answer, page 78) [Conceptual] 81. What specific gender ideas did the British have about slave women? How were these different from gender ideas in West Africa?

(Answer, page 78) [Conceptual]

Black Resistance and Rebellion 82. Most slave resistance before the late eighteenth century was generally not part of a coordinated attempt to break down slavery. Why was this so? a. Ideas of natural human rights and equality of all would not spread until the American Revolution. b. Most slaves could not read or write, and therefore could not communicate with each other. c. Slaves were so psychologically damaged during slavery that they simply failed to resist their masters in any way. d. Slaves really didn't understand the nature of slavery, and therefore could not attempt to break it down in any organized way.

(Answer: a; page 79) [Conceptual] 83. Which group of slaves was the most open in defying their masters? a. newly arrived Africans b. female slaves, especially those wishing to free their children c. older slaves who had extensive knowledge of the area and its inhabitants d. teenaged slaves (Answer: a; page 79) [Factual] 84. Which of the following was not a usual type of resistance to slavery among slaves? a. working slowly b. destruction of the masters’ property, theft, and lying c. mass violence in the form of rebellions d. performing a job incorrectly or not doing work at all.

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85. What area did slaves see as an escape from slavery during the early 1700s? a. the North b. Spanish Florida c. any area west of the Mississippi d. Canada (Answer: b; page 79) [Factual] 86. In the _____________ Rebellion in 1739, newly arrived Africans began a bloody revolt against slavery, killing more than thirty whites and inspiring a spirit of rebellion in South Carolina.

(Answer: Stono; page 80) [Factual] 87. What was the overall result of the New York 1712 rebellion and the 1739 Stono Rebellion among slaveholders, especially in the South? a. Because the revolts were put down successfully, whites felt satisfied with the example they set. b. The revolts led to many colonies in the North abolishing slavery, since the whites had been so vicious in beginning the riots against blacks. c. The revolts inspired tremendous fear and concern among whites, who attempted to crack down on opportunities for slaves to make any type of resistance. d. Many of the slaves became free, and escaped to the island of Haiti.

(Answer: c; page 80) [Conceptual] 88. How did slaves resist their situation and the oppression of slavery? What groups were more likely to resist?

Why? (Answer, pages 79-80) [Factual] 89. What lessons did slaveholders take from the violent uprisings by slaves against slavery?

(Answer, page 80) [Conceptual]

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CHAPTER FOUR: RISING EXPECTATIONS: AFRICAN AMERICANS AND THE STRUGGLE FOR INDEPENDENCE IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? and describe the significance by answering the questions – Why is this important? Why do we study this? fur trade Patriot Age of Revolution freedom suits Loyalists Continental Army Continental Congress "hired their own time"

OBJECTIVE/ANALYTICAL QUESTIONS The Crisis of the British Empire 1. Discuss the origins of the French and Indian War. (Answer, page 90) [Factual] 2. Examine Map 4-1. How did the British Empire change after the French and Indian War? How did this affect African Americans? What might have been different if France had won?

(Answer, page 91) [Conceptual] 3. Who were the major combatants during the French and Indian War? a. the French versus the Indians b. Great Britain versus England c. France and their Indian allies versus the Dutch d. the French and their Indian allies versus the British, their Indian allies, and the colonists (Answer: d; page 91) [Factual] 4. What was the major cause of the French and Indian War? a. The Native American tribes of Canada had been attacking various French forts, trying to stop them from expanding into the area. b. The French and British both wanted to control the fur trade in the Ohio Valley area. c. The British wanted to control Canada, and had attacked several French cities. d. The Spanish hoped to gain territory north of Florida, and had been harassing the British colony of Georgia.

(Answer: b; pages 90-91) [Factual]

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5. What not a consequence of the French and Indian War on the white American colonists? a. Since the Indians could no longer play one European nation off against another, Native Americans began to lose their land more quickly. The American colonists did not have to deal with as many Indian conflicts. b. England began to assert more control over the colonies, to help pay for the expensive war effort and the administration of more territory. c. The colonists no longer had to deal with outside threats from Spain or France to a great extent. d. The French proved to have a government which was more willing to work with the colonists' demands for independence.

(Answer: d; pages 91-92) [Conceptual] [Format Q&A page split?]

6. What do the Proclamation Line of 1763, the Stamp Act of 1765, and the Townshend Acts of 1767 have in common? a. They were all very high, unreasonable taxes imposed by England on unsuspecting colonists. b. They all had to do with the continued process of slavery, either limiting where it could occur, or taxing various products made by escaped slaves. c. They were efforts by the British to establish more control over the colonies, and bring in money, after the French and Indian War. d. They were taxes imposed reluctantly by the American government after independence to raise needed money.

(Answer: c; page 92) [Conceptual] 7. Why is the French and Indian War important to the study of African Americans?

(Answer, page 91) [Conceptual] 8. Discuss the consequences of the French and Indian War. (Answer, pages 91-92) [Conceptual] 9. How did the British attempt to make the colonists pay for the French and Indian War and new administrative expenses?

(Answer, page 92) [Conceptual] 10. How did Crispus Attucks’s actions during the Boston Massacre influence later black activists? How did white Bostonian Patriots treat him?

(Answer, page 92) [Conceptual] 11. Who was Crispus Attucks? a. one of the people who died after accosting British soldiers at the Boston Massacre b. a famous slave who fought against the British in the battles of Lexington and Concord c. a black man who was famous for his poetry during the American Revolution d. a British loyalist, who fought alongside Benedict Arnold in several battles (Answer: a; page 92) [Factual] 12. Put these events in chronological order (from earliest to latest): 1. Boston Tea Party 2. American colonists form the Stamp Act Congress 3. England passes the Townshend Acts 4. England obtains Canada from France (Answer: 4-2-3-1; pages 90-92) [Conceptual] 31 ..

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13. Why did the American colonists see the Tea Act as a problem? a. The tea taxes were incredibly high, and the price of tea would skyrocket. b. They thought that payment of the tea tax would establish a precedent for American colonists having to pay other taxes. c. The colonists really had more of a problem with the Sugar Act than the Tea Act, which was considered relatively minor. d. The Tea Act forced them to buy tea from the Spanish, the American's mortal enemy at that time.

(Answer: b; page 92) [Conceptual]

The Declaration of Independence and African Americans 14. Men like Thomas Jefferson and John Adams, in writing the Declaration of Independence, a. meant for the phrase “all men are created equal” to include blacks as well as whites. b. thought that possibly slaves could be freed and Americans would resolve their differences peacefully at same time in the future. c. took for granted, frequently noted and accepted differences between the rights of white men and the rights of blacks. d. never even thought about the issue of slavery or blacks, since it was such a part of American culture.

(Answer: c; page 92) [Conceptual] 15. What were the differences between elite white men like Thomas Jefferson and many African Americans over the meaning of the language in the Declaration of Independence?

(Answer, page 92) [Conceptual] 16. In what way does the final version of the Declaration of Independence specifically mention slavery? a. It denounces the slave trade and calls for an end to it. b. It does not mention it at all. c. It calls for an immediate end to all inequality between all men and women, including blacks. d. It lists attempts to get slaves to revolt as one of the wrongs perpetrated by the British.

(Answer: d; page 94) [Factual] 17. Which scholar/philosopher was an influence on Enlightenment thought in Europe? a. John Locke b. Andrew Jackson c. Leo Tolstoy d. Socrates (Answer: a; page 94) [Factual] 18. Which of these is not an Enlightenment idea argued by Newton and Locke? a. The universe is an orderly place that can be explained by humans in a rational way. b. Government was created to protect life, liberty and property, the natural rights of man. c. If government failed to protect natural rights, humans had the right to overthrow it. d. All people, no matter what their race, should be given the same rights.

(Answer: d; page 94) [Conceptual] 19. Discuss the basic ideas of the Enlightenment as developed by Isaac Newton and John Locke.

(Answer, page 94) [Factual]

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20. How did the colonists, armed with Enlightenment thought, interpret the actions and policies of the British government in the 1760s and the 1770s? a. They were furious because the taxes were high and would take away their hard-earned wealth. b. They thought the British government was engaged in a great conspiracy to take away their natural rights and make them slaves. c. The colonists really had very little reaction to the British government’s actions at this time. They were able to get around the policies very easily. d. The colonists pushed for additional regulations, because they realized they could not protect themselves against encroaching Indians.

(Answer: b; page 94) [Conceptual] 21. How did Enlightenment thought affect African Americans in the 1760s and 1770s? a. African Americans were unaffected by Enlightenment thought, since they were not allowed to read and write. b. They began several coordinated, widespread violent rebellions in both the North and the South. c. They filed lawsuits in the North, escaped from the South, and protested in large numbers. d. Generally, large numbers of free blacks left for Africa in the late 1700s.

(Answer: c; pages 94-96) [Factual]

Black Enlightenment 22. Why did most African American intellectual leaders owe more to the Great Awakening than to secular learning during the Enlightenment? a. Many had no interest in poetry and literature, but religion held deep meaning. b. The Great Awakening was a period of enormous democratization of American society. c. Religious learning had been more available to them than secular educations. d. The Great Awakening was a period where secular learning was promoted for everyone.

(Answer: c; page 97) [Conceptual] 23. How did Phillis Wheatley distinguish herself? a. as the first black woman to graduate from a British college b. as the first woman to die at the Battle of Lexington c. as a poet d. as the first black abolitionist in the colonies (Answer: c; page 97) [Factual] 24. How did Wheatley demonstrate that she approved of the adoption of white culture by blacks? a. Wheatley sought to write poetry exactly like the popular white style. b. Wheatley refused to marry a black man. c. Wheatley supported the British cause above the Americans’ revolutionary ideas. d. Actually, Wheatley absorbed white values, but also held views that were contradictory to those of her white masters and demonstrated pride in her race’s abilities.

(Answer: d; pages 97-98) [Conceptual] 25. How does the petition on page 96 demonstrate the link between the Enlightenment and African Americans’ situation in the North?

(Answer, page 96) [Conceptual]

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26. For what is Benjamin Banneker well known? a. He was renowned for his knowledge of chemistry. b. He was the first black civilian employee of the American government. c. He was a well-known minister in the Boston area. d. He was a military leader who led black troops into battle during the American Revolution.

(Answer: b; pages 98-99) [Factual] 27. How did Banneker attempt to change Jefferson’s ideas about black people? a. He sent Jefferson a copy of his almanac, and debated racial theories with him. b. He became Jefferson’s personal secretary, and forced Jefferson to challenge his racist views. c. Banneker was so disillusioned with Jefferson that he refused to have anything to do with him. d. He attempted to debate the president, but was unsuccessful, and afterwards helped several of Jefferson's slaves escape.

(Answer: a; page 99) [Factual] 28. What do the stories of Phillis Wheatley and Benjamin Banneker tell us about African Americans during the period?

(Answer, pages 97-99) [Conceptual] 29. How did blacks use Enlightenment thought to their advantage?

(Answer, pages 97-99) [Conceptual]

African Americans in the War for Independence 30. Which statement best describes African Americans’ actions during the American Revolution? a. They fought with the American colonists, since they were fighting for freedom and democracy. b. They played no role in the revolution, since they were forbidden from enlisting in the army. c. They fought for the side that offered them their best chance at freedom. d. They consistently chose to escape to the west, where they were adopted into Indian tribes.

(Answer: c; page 99) [Factual] 31. Why did most whites not want blacks to enlist in the army? a. They thought that blacks were too cowardly to fight. b. They thought that arming blacks would inspire rebellion of slaves across the south. c. They lacked the equipment and uniforms to accept everyone. d. They believed both that blacks were too cowardly, and that it would inspire rebellion.

(Answer: d; page 100) [Factual] 32. Why did blacks choose to support the British over the American colonists during the Revolution? a. Blacks actually supported the American colonists in all cases. b. Blacks were paid by the British to participate in some of the numerous violent slave uprisings across the south during the Revolution. c. Blacks resented that the Americans would not let them enlist and were upholding slavery. d. Many slaves were very frightened by the British army, and were unable to refuse service.

(Answer: c; pages 100-101) [Factual]

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33. What is true about Lord Dunmore’s proclamation in November 1775? a. Since no slave could read, it had little effect on black participation. b. Dunmore promised to free slaves who joined the British army. c. The proclamation had little effect of any kind on the Americans, who kept very tight control over their slaves. d. Dunmore promised that the slaves would be used according to their intellect and leadership abilities.

(Answer: b; pages 100-101) [Factual] 34. What effect did Lord Dunmore’s proclamation have on the Revolution? Be sure to consider both the side of the Patriots and African Americans.

(Answer, page 101) [Conceptual] 35. Black Loyalists were most common and numerous in the colonies of ______________ and ______________ during the Revolution.

(Answer: South Carolina; Georgia; page 101) [Factual] 36. Why would a black person side with the Loyalists or British during the Revolution?

(Answer, pages 100-101) [Conceptual] 37. Examine Map 4-2. What effect did the distribution of battles have on black Loyalists versus black Patriots?

(Answer, page 100) [Conceptual] 38. What is not true about blacks and the Patriot cause during the Revolution? a. George Washington forbid them from enlisting during the entire course of the war. b. All thirteen states initially forbid blacks from serving in their armies. c. Blacks served on the Patriot side in many important battles and assisted in the cause. d. Blacks often pressed for freedom as their price for fighting for the Patriot cause.

(Answer: a; pages 101-103) [Conceptual] 39. Why did Washington reconsider his initial ban on black slaves serving in the army? a. Washington hoped to kill off many black people by using them in the army as front line troops. b. Washington generally hoped for equality between the races, and thought that military service would be a way for blacks to prove themselves. c. Washington never reconsidered his initial ban. d. Lord Dunmore’s proclamation seemed to give him greater strength and power.

(Answer: d; page 102) [Factual] 40. Why did Washington and the states eventually decide to enlist blacks in the army?

(Answer, pages 101-103) [Factual] 41. Where did the Patriot recruitment policy change most quickly? a. New England b. border states like Maryland and Virginia c. areas like South Carolina, which desperately needed manpower d. throughout the South (Answer: a; page 102) [Factual]

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42. How did black women assist in the Patriot cause? a. Black women joined their husbands in army camps, and defied the British in numerous ways. b. Black women frequently went into battle with the men. c. Black women wrote many pamphlets, spoke in public for the Patriot cause, and raised large amounts of money for black soldiers. d. Because they were seen as physically and mentally weaker, women had no role in the war effort.

(Answer: a; page 103) [Factual] 43. Which of the following is not true about life for black soldiers during the Revolution? a. They risked their lives as spies behind enemy lines. b. Black men fought at nearly every major battle throughout the war. c. They fought in segregated units. d. A black did have the opportunity, although rare, to become an officer.

(Answer: c; page 102) [Factual] 44. Why would a black person side with the Patriots or colonists during the Revolution?

(Answer, pages 101-103) [Conceptual] 45. Discuss the various types of roles played by blacks during the Revolution. Did this vary by class or gender? If so, how?

(Answer, pages 100-103) [Conceptual]

The Revolution and Emancipation 46. What factor led to the abolition of slavery in the North? a. The North’s economy was not as dependent on slavery as was the South’s. b. The South was more likely to believe that God accepted slavery - religion was not as important in the North. c. The North had never had slavery, except in some areas of New York, so it wasn't widespread. d. Everyone in the North accepted the ideas of freedom for all from the beginning of their colonies (Answer: a; pages 103-104) [Factual] 47. Why was it possible to abolish slavery in the North, but not the South?

(Answer, page103) [Conceptual] 48. Why did many Quakers take the lead in abolitionism? a. Quakers had strong African roots. b. Quaker ideology had long stressed principles of brotherhood of man and nonviolence. c. Quaker church members served with blacks in the army during the American Revolution, and had seen first hand their bravery and commitment to liberty. d. Quakers had never owned slaves, and therefore had no economic interest.

(Answer: b; page 103) [Factual] 49. What role did Quakers play in the anti-slavery movement?

(Answer, pages 103-104) [Factual]

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50. Which of the following people was a Quaker anti-slavery organizer? a. Thomas Jefferson b. Benjamin Lay c. Crispus Attucks d. James Reid (Answer: b; page 104) [Factual] 51. Which of the following was not a direct or indirect result of the American Revolution? a. Large numbers of blacks fled the country with British Loyalists after the war. b. The decline of tobacco led to some improvements in the labor situation for slaves in the South. c. Slavery was abolished in all the northern colonies (except New Jersey and New York) by 1784. d. Freeing slaves became easier in several of the border states.

(Answer: c; page 104) [Conceptual] 52. What revolutionary changes came out of the Revolution for many blacks?

(Answer, pages 104-106) [Factual] 53. How did the Revolution improve the situation for blacks in the South?

(Answer, pages 104-106) [Factual] 54. Examine Map 4-3. What do the areas of black Loyalist resettlement after the American Revolution have in common?

(Answer, page 105) [Conceptual] 55. African Americans made many gains through the American Revolution. What was one limitation that they encountered? a. They were not allowed to move into cities, and were forced to remain agricultural workers. b. The free black population outside the North failed to increase in any significant way. c. They faced many economic difficulties, made worse by whites who limited training and entry into certain fields and trades. d. They were able to serve in the military in various capacities.

(Answer: c; page 106) [Conceptual] 56. What limitations did blacks face after the Revolution?

(Answer, page 106) [Factual] 57. Examine Map 4-4. Where were the majority of slaves located in 1783? What country will they be living under?

(Answer, page 107) [Conceptual]

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CHAPTER FIVE: AFRICAN AMERICANS IN THE NEW NATION IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – who? what? when? where? and describe the significance by answering the question – Why is this important? Why do we study this?

Northwest Ordinance Pennsylvania Society for Promoting the Abolition of Slavery American Convention for Promoting the Abolition of Slavery and Improving the Condition of the African Race Fugitive Slave Act of 1793 Three-Fifths Clause cotton gin domestic slave trade Prince Hall Masons American Colonization Society African Methodist Episcopal (AME) Church

OBJECTIVE/ANALYTICAL QUESTIONS Forces for Freedom 1. Examine Map 5-1. What is the relationship between geography and the continuation of slavery? Why? (Answer, page 116) [Conceptual] 2. Which two states abolished slavery immediately during the 1770s and the 1780s? a. Vermont and Connecticut b. New York and New Jersey c. Pennsylvania and Rhode Island d. Vermont and Massachusetts (Answer: d; page 115) [Factual] 3. How did Massachusetts abolish slavery? a. Elizabeth Freeman and Quok Walker sued for their freedom under terms of a new state constitution. b. The state added a new clause to its constitution, immediately and clearly abolishing slavery. c. Slaves in Massachusetts began rioting in the streets, demanding changes. d. Massachusetts never had slavery in the first place.

(Answer: a; page 115) [Factual] 4. Why was the collapse of slavery different in New England versus the Middle States? a. African Americans in New England were under much tighter control, and could not exercise any rights. b. More white people owned slaves in New England, because of all the industry there. c. Religious and political beliefs influenced whites into accepting the demise of slavery in New England more quickly. d. The Middle States had more economic interest in slavery than New England did.

(Answer: c; page 117) [Conceptual]

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5. What right did Massachusetts, unique among the colonies, grant its black residents in 1783? a. the right for free blacks to own property and be legally married b. the right for black men, who paid taxes, to vote c. the right for both black men and women to vote d. the right to freedom of speech, even for slaves.

(Answer: b; page 116) [Factual] 6. What do the legal cases over slavery and black rights in Massachusetts in the 1780s tell you about that colony and her black residents? a. Black residents rarely won legal cases, as racism was well entrenched in the law. b. Black residents rarely attempted change, since they were often illiterate, uneducated and had no idea of freedom or the possibility of their rights under the law. c. The legal cases were almost always instigated by white lawyers or activists interested in abolishing slavery, and had little to do with the blacks in the area. d. In some cases, the courts seemed willing to follow the letter of the law and apply equality and rights across the races.

(Answer: d; page 116) [Conceptual] 7. What is one difference between earlier abolition attempts and the initiatives in Connecticut and Rhode Island? a. Rhode Island and Connecticut abolished slavery immediately, rather than gradually. b. Blacks took enormous risks to their lives by directly protesting slavery and calling for its end through newspapers and pamphlets. c. State legislatures, rather than individual blacks, took the lead in abolishing slavery. d. Connecticut and Rhode Island were very similar to all other New England attempts to abolish slavery.

(Answer: c; page 117) [Conceptual] 8. What was the name of the first governing document of the United States of America?

(Answer: the Articles of Confederation; page 117) [Factual] 9. Why was the process of gaining emancipation different in New England and the Middle States?

(Answer, pages 115-117) [Conceptual] 10. What factors led to some areas abolishing slavery gradually rather than immediately?

(Answer, pages 115-117) [Conceptual] 11. Put these states in the order in which they abolished all slavery (from earliest to latest).

1. New Jersey 2. Vermont 3. Connecticut 4. Pennsylvania (Answer: 2 – 4 – 3 – 1; page 117) [Conceptual] 12. What does the story of Elizabeth Freeman tell us about black life in slavery and the ideals of freedom?

(Answer, page 118) [Conceptual]

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13. What did the Northwest Ordinance of 1787 not do? a. ban all slavery in territory west of the Appalachians after 1800 b. provide rules and regulations for the sale of land c. support public education d. provide ways for the area to form states and come into the union (Answer: a; pages 117-119) [Factual] 14. What were the differences between Jefferson’s original proposal and the final effort with the Northwest Ordinance of 1787?

(Answer, pages 117-119) [Factual] 15. What was the significance of the Northwest Ordinance of 1787 for African Americans? a. It had almost no effect, since huge numbers of slaves continued to live under slavery until the Civil War. b. The ordinance set a precedent for limiting where slavery could and could not exist. c. It demonstrated that the Articles of Confederation government had significant amounts of power in many areas. d. It banned the slave trade, but not slavery, from the territory.

(Answer: b; page 119) [Conceptual] 16. What was the name of the first anti-slavery society in the world?

(Answer: the Pennsylvania Society for Promoting the Abolition of Slavery; page 119) [Factual] 17. What statement is not true of early (before 1832) anti-slavery societies? a. They were dominated by Quakers. b. They included the active participation by and membership of some African Americans. c. They were most dominant in the northern states. d. They tended to focus on gradual emancipation plans.

(Answer: b; page 119) [Conceptual] 18. Why did many anti-slavery societies focus on gradual emancipation rather than immediate emancipation? a. Northern states had successfully passed plans for gradual emancipation. b. Many thought that under immediate emancipation, whites would lose their place at the top of the racial hierarchy. c. Some anti-slavery groups thought that immediate emancipation would ignore older slaves. d. Anti-slavery societies actually focuses on immediate emancipation from the very beginning.

(Answer: a; page 119) [Conceptual] 19. Anti-slavery societies were not generally very successful in the South. What was one change across a few southern states that did affect slaves’ chances for freedom? a. States limited punishment options. Whipping was outlawed after 1850. b. Manumission laws were made more permissive. c. Slaves were allowed an education in certain areas, like reading and writing. d. Slaves were allowed to move off their plantations if they wanted to, as long as they returned to work.

(Answer: b; page 119) [Factual] 20. What types of “anti-slavery” efforts went on in the South?

(Answer, pages 119-120) [Factual]

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21. In general, which of the following was not a reasons why a master might free a slave? a. It might generate a profit for them, in addition to the slaves’ labor. b. They might think that manumission was the only way to keep slaves from leaving en masse. c. They might not find a certain slave useful. d. Most masters after the revolution tended to believe in the equality of all humans.

(Answer: d; pages 119-120) [Factual] 22. What happened to the population of free slaves in the Upper South after 1790?

(Answer, page 120) [Factual]

Forces for Slavery 23. Which of the following was not a force favoring the continuation of slavery? a. the Constitution b. the development of cotton as a cash crop c. racism d. continuing excitement over the Revolution (Answer: d; pages 120-122) [Conceptual] 24. What compromise was made over the Atlantic slave trade in the Constitution? a. It was immediately abolished, although southerners were allowed to keep the slaves they had. b. It was gradually abolished over the next twenty years. c. No compromise was made over the Atlantic slave trade. The Constitution outlawed the domestic slave trade. d. The Constitution limited the Atlantic slave trade to a small number of ships per year, until a constitutional amendment after the Civil War banned it altogether.

(Answer: b; page 121) [Factual] 25. What was the result of the Three-Fifths Clause in the Constitution? a. It allowed three-fifths of free blacks to vote in urban areas. b. It pushed for three-fifths of all American taxes to come from foreign sources. c. It gave the South increased political power on the basis of people who could not have any say in government. d. Three-fifths of the slaves in the North had to be freed by 1787, the date of adoption of the Constitution.

(Answer: c; page 122) [Factual] 26. The ___________________ of 1793, based on provisions in the Constitution, allowed masters to pursue escaped slaves across state lines, and find, capture and regain legal custody of them. It extended the power of slavery into the North.

(Answer: Fugitive Slave Act; page 121) [Factual] 27. How did the Constitution protect and defend slavery?

(Answer, pages 121-122) [Conceptual] 28. Why did the men at the Constitutional Convention make allowances or concessions toward slavery?

(Answer, pages 121-122) [Conceptual]

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29. Why was cotton production an important development in the continuation of slavery in the South? a. Demand for cotton was skyrocketing, and slaves were needed to pick it. b. The South was becoming more industrialized, and needed more slaves. c. It generated income for the South at the expense of the North. d. Because cotton had no new technological innovations between 1750 and 1850, so it needed a lot of labor.

(Answer: a; page 122) [Conceptual] 30. How did the slave trade change in the early 1800s? a. The sale of children under 15 was prohibited by many states. b. The domestic slave trade, mostly westward, increased dramatically. c. Slave trade regulations became much more lenient and permissive between the United States and the Caribbean. d. All trading of slaves was completely abolished in 1808.

(Answer: b; page 122) [Conceptual] 31. Which group grew most rapidly in the area of New Orleans after the Louisiana Purchase? a. Urban free African Americans b. Slaves who came directly from Africa c. Creoles d. Slaves imported from Brazil (Answer: b; page 123) [Factual] 32. What statement is not true about racism in the early 1800s? a. Science tended to be more objective, and stated that blacks and whites were basically equal genetically. b. Both northerners and southerners commonly held similar racist views. c. Racists believed that black people were closer to apes than to whites. d. Educated people were beginning to believe that blacks were not inferior.

(Answer: a; pages 123-124) [Conceptual] 33. What intellectual factors led to the continuation of slavery after the American Revolution?

(Answer, pages 123-124) [Conceptual] 34. How was science influenced by racism?

(Answer, page 124) [Conceptual] 35. What types of laws reflect the general belief in racism at the time by most white men?

(Answer, page 124) [Factual]

The Emergence of Free Black Communities 36. Why did blacks form separate institutions after the American Revolution? a. They generally did not–in fact, many joined white institutions.. b. They wanted to separate from the United States and form another country. Forming their own institutions seemed a positive start.. c. There was a much larger free black community in many northern cities after the Revolution. d. Many blacks wanted their children to grow up without seeing white people at all.

(Answer: c; page 124) [Factual]

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37. What were the earliest separate institutions formed? a. churches b. newspapers c. civil rights organizations d. mutual aid societies (Answer: d; page 124) [Factual] 38. What statement is not true about mutual aid societies? a. They were patterned after white institutions. b. They were always blind to color difference, especially within black society. c. They were similar to insurance companies, and helped provide benefits in the event of death and sickness for their members. d. They completely eliminated racial discrimination in the insurance industry.

(Answer: b; page 124) [Conceptual] 39. What were the membership requirements for the Brown Fellowship? Would you consider this racism?

(Answer, pages 124-125) [Conceptual] 40. Why did freemasonry especially appeal to blacks? a. Black freemasons were allowed greater access to jobs and political power than other blacks. b. White freemasons traced their roots to Egypt, which blacks associated with their African heritage. c. Freemasons held many large, wild parties, which attracted many blacks who had no other forms of public entertainment. d. Freemasons allowed a chance for black men and women to socialize.

(Answer: b; page 125) [Factual] 41. How did Prince Hall found a Masonic lodge for blacks in America? a. He founded a Masonic lodge with the help and support of some white masons in America. b. He completed the application process under an assumed name, and was able to pass for white because of his light skin color. c. He went through the British membership application process. d. He was unable to form a Masonic lodge, because of the racism of whites in the group.

(Answer: c; page 125) [Conceptual] 42. What difficulties did Prince Hall face in establishing the first black Masonic lodge in America? How did he get around those difficulties?

(Answer, page 125) [Factual] 43. What is true about the early separate black churches established around the Great Awakening? a. They were never independent institutions. b. They generally continued the African indigenous religion. c. They were generally radical in their interpretation of the Bible, as most black churches practiced speaking in tongues and snake worship. d. They had few members, although some of their leaders were very vocal.

(Answer: a; page 125) [Factual]

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44. How are Richard Allen and Absalom Jones important in African-American history? a. They were the first black men to speak for women’s rights. b. They led the formation of the first separate and independent black churches in America. c. They were the first black men elected to the United States Senate. d. They pressed for blacks to adopt white ways and become whites.

(Answer: b; page 126) [Factual] 45. What prompted black members of St. George’s Methodist Church in Philadelphia to separate and form their own church? a. White members advocated returning some of the black members to slavery. b. Whites erupted in violence during service, beating several black clergy members. c. White members of the church attempted to move a member to the black area during prayer. d. White members refused to support the underground railroad.

(Answer: c; page 126) [Factual] 46. What prominent Protestant denomination came out of black efforts to establish a separate church in Philadelphia? a. African Methodist Episcopal b. Baptist c. Catholics d. Nation of Islam (Answer: a; page 127) [Factual] 47. What black institution became the core of the free black communities in the North beginning in the 1790s? How and why?

(Answer, pages 125-127) [Conceptual] 48. What is not true about black schools established after the Revolution? a. There were no black schools established until after the Mexican War. b. Black schools were only established in the South, since the North already had several. c. They were always taught by whites, although blacks raised the money for them. d. Black schools generally were in session for longer periods during the year than white schools, since many black children had no formal education up to that point.

(Answer: c; page 127) [Conceptual] 49. Which of the following was not a difficulty faced by early black schools? a. There were threats of violence against them by whites. b. They never had sufficient enrollment. c. African-American parents thought that schools were useless. d. Funding was a constant problem, as many African Americans had little money.

(Answer: b; pages 127-129) [Factual] 50. How did schools for black children differ before and after the Revolution? With which institutions were schools often linked? What types of difficulties did early black schools face? Why were whites worried about black schools?

(Answer, pages 127-129) [Conceptual]

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Black Leaders and Choices 51. What types of things can we tell about African Americans from the petition by Absalom Jones?

(Answer, page 128) [Conceptual] 52. What groups of blacks emerged as leaders after the American Revolution? a. slaves who led violent rebellions b. clergy and businessmen c. uneducated men d. the new class of black millionaires (Answer: b; page 129) [Factual] 53. What did men like Jupiter Hammond and John Chavis feel about what was best for African Americans? a. Since they were racists, they thought that slavery was the best place for blacks. b. They were against slavery, but generally felt that God, not men, would end the injustice. c. They thought that blacks should begin to file legal cases to end discrimination and abolish slavery. d. They generally believed that if blacks kept working and protesting, the ideals of the American Revolution would be attained.

(Answer: b; page 129) [Factual] 54. What did men like Prince Hall and James Forten feel about what was best for African Americans? a. Since they were racists, they thought that slavery was the best place for blacks. b. They were against slavery, but generally felt that God, not men, would end the injustice. c. They thought that blacks should begin to file legal cases to end discrimination and abolish slavery. d. They generally believed that if blacks kept working and protesting, the ideals of the American Revolution would be attained.

(Answer: d; page 129) [Factual] 55. Look over the list of black leaders. How would you characterize them, by economic status, etc.? What groups seem to be left out of leadership?

(Answer, page 129) [Conceptual] 56. How did black leaders differ over how to achieve goals? What accounts for these differences?

(Answer, pages 129-131) [Factual] 57. For what types of things did black leaders work?

(Answer, pages 129-131) [Factual] 58. What can we tell of African Americans from the story of James Forten?

(Answer, page 130) [Conceptual] 59. What advantages did Paul Cuffe see for blacks in migrating to Africa?

(Answer, page 131) [Factual]

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60. What was the most common form of resistance to slavery among blacks? a. physical violence against their white masters b. poisoning of whites by slave cooks c. day-to-day resistance and even escape d. preaching against the evils of slavery on urban street corners (Answer: c; page 131) [Factual] 61. How were slave uprisings different after the Revolution?

(Answer, page 131) [Conceptual] 62. What famous foreign revolution was an influence on slaves planning uprisings in the United States? a. the French Revolution b. the revolution in Haiti, led by Toussaint Louverture c. the massive Cuban Revolution of slaves in 1793 d. a slave uprising in Quebec, Canada, where slaves won their freedom from French masters (Answer: b; page 131) [Factual] 63. Which slave led a rebellion in Virginia in 1800?

(Answer: Gabriel [Prosser]; pages 131-132) [Factual] 64. Which of the following was not an effect of Gabriel’s Rebellion? a. Fearing for their lives, more whites began to liberate their slaves. b. Gabriel’s networks continued to exist and be influential after his death. c. His message of liberation was spread westward with the slave trade. d. Divisions within the slave community were revealed as some slaves were against him.

(Answer: a; pages 131-132) [Conceptual] 65. Who organized the Louisiana Rebellion? a. Gabriel [Prosser] b. [Charles] Deslondes c. Nat Turner d. John Brown (Answer: b; page 132) [Factual] 66. What factors influenced the uprisings of Gabriel in 1800 and Deslondes in 1811?

(Answer, page 132) [Factual] 67. Which of the following statements is true about the southern reaction to slave violence? a. They refused to enact laws and practices to make slavery harsher. b. They generally reacted passively, as the uprisings were quickly put down.. c. They began to be much more suspicious of foreigners and outsiders, including northerners. d. They began to liberate more “troublesome” slaves and force them to move North.

(Answer: c; pages 132-133) [Factual] 68. What do the results of Gabriel’s and Deslondes’ rebellions tell you about black violence?

(Answer, pages 132-133) [Conceptual] 46 ..

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69. How did whites in the South react to the rebellions and violence?

(Answer, pages 132-133) [Factual]

The War of 1812 70. Examine Map 5-2. What is the relationship of the major battles in the War of 1812 for those slaves resisting oppression?

(Answer, page 133) [Conceptual] 71. How did many Americans view the War of 1812? a. as a war to end slavery b. as a terrible war thrust upon them by the government c. as an attempt to gain large amounts of territory from France d. as a second part of the struggle for independence (Answer: d; page 133) [Factual] 72. Regarding black military service during the War of 1812, what had white Americans practically forgotten? a. Haiti’s revolution b. blacks’ heroism and service during the American Revolution c. the violence of Gabriel’s revolution and the Louisiana Revolution d. the origins and development of slavery and blacks’ desire for freedom (Answer: b; page 133) [Factual] 73. What statement is true about black service during the War of 1812? a. They only served on the American side, with many incidents of bravery. b. They refused to serve, thinking that they would not benefit a nation that kept some of their race in bondage. c. They were considered an “internal foe” by some white Americans. d. All of these are correct.

(Answer: c; pages 133-134) [Factual] 74. What role did blacks play during the War of 1812 and how was that similar to or different from the American Revolution?

(Answer, pages 133-134) [Conceptual]

The Missouri Compromise 75. What event heightened sectional tensions between the North and the South, leading to increased militancy on both sides – as the North came out against slavery and the South for it? a. the Missouri Compromise b. Gabriel’s Rebellion c. the War of 1812 d. the Declaration of Independence (Answer: a; page 134) [Factual]

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76. Why was slavery extended below the Missouri Compromise Line and not above it (with the exception of Missouri)?

(Answer, page 135-136) [Conceptual]

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Life in the Cotton Kingdom ■ Chapter 6

CHAPTER SIX: LIFE IN THE COTTON KINGDOM IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this? “term slavery” coffles

OBJECTIVE/ANALYTICAL QUESTIONS The Expansion of Slavery 1. What was the effect of the expansion of cotton culture on slave populations? On Native American populations?

(Answer, page 144) [Conceptual] 2. What do the experiences of Solomon Northup tell us about the institution of slavery?

(Answer, page 145) [Conceptual] 3. Which state had the largest slave population during the period 1820-1860? a. Alabama b. Mississippi c. Louisiana d. Virginia (Answer: d; page 146) [Factual] 4. Which state experienced the highest growth rate in slaves between 1820 and 1860? a. Alabama b. Mississippi c. Louisiana d. Virginia (Answer: b; page 146) [Factual] 5. Examine Map 6-1. Describe the geographic growth of cotton production between 1820 and 1860.

(Answer, page 146) [Conceptual] 6. Which of the following is true about slave ownership in the Old South? a. About half of the white population in the South owned slaves. b. Most slaveholders owned more than twenty slaves. c. Slave holding was practiced by more people in 1860 than in 1830. d. A small percentage of African Americans owned slaves.

(Answer: d; page 147) [Factual]

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7. How was slave ownership distributed?

(Answer, page 146) [Factual] 8. Why did some African Americans own slaves?

(Answer, page 147) [Factual] 9. What do Margaret Mitchell Harris and Betsy Somayrac tell us about slave ownership?

(Answer, page 147) [Conceptual] 10. Which of the following is not true about African-American slave ownership? a. It was always for the purpose of freeing the slaves they bought. b. Some women owned slaves. c. Blacks sometimes owned slaves for economic purposes, rather than purchasing the members of their family. d. Blacks owned slaves sometimes as a way to keep families together.

(Answer: a; page 147) [Factual]

Slave Labor in Agriculture 11. What crop did most agricultural slaves tend? a. cotton b. potatoes c. hemp d. rice (Answer: a; page 147) [Factual] 12. Examine Map 6-2. How do slave population numbers correspond to the use of cotton as a crop?

(Answer, page 148) [Conceptual] 13. Where was tobacco cultivation important? a. Virginia, Maryland, and North Carolina b. Virginia and small areas of Pennsylvania c. Kentucky and Alabama d. New York and New Jersey.

(Answer: a; page 147) [Factual] 14. Where was rice cultivation important? a. in the swampy regions of Georgia and Florida b. along the banks of the Mississippi River c. in certain areas of South Carolina and Georgia d. in Virginia and Maryland (Answer: c; pages 147-148) [Factual]

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15. Which crop employed the largest number of slaves on a single plantation? a. cotton b. rice c. indigo d. silk (Answer: b; page 148) [Factual] 16. Which very profitable crop pushed owners to work their slaves very hard, under very difficult time and weather conditions? a. sugarcane b. cotton c. rice d. silk (Answer: a; page 149) [Factual] 17. Which slave-dependent crop was by far the most important to the country as a whole? a. sugarcane b. rice c. cotton d. tobacco (Answer: c; page 149) [Factual] 18. Examine Map 6-3. What differences do you begin to see between the upper South and the Southwest by 1850 regarding agriculture and industry?

(Answer, page 149) [Conceptual] 19. Why did cotton farmers use so many slaves? a. Cotton farming involved very intensive, laborious care and cultivation over the entire season. b. Cotton planting and culture was spread over a very extensive area. c. Cotton farmers generally were in Alabama and Mississippi, where racism was strongest. d. Cotton farmers tended to be the wealthiest, and generally hated to do manual labor themselves.

(Answer: b; page 149) [Conceptual] 20. Which new states led the production of cotton, in what was called the “Black Belt”? a. Virginia and North Carolina b. Georgia and Tennessee c. Tennessee and Kentucky d. Alabama and Mississippi (Answer: d; page 149) [Factual] 21. What is true about women’s labor in agricultural work in the South? a. They were not allowed to work outside the house, although their labor was very difficult. b. They often did the same, physically demanding, backbreaking work as the men. c. Black women were actually valued far more than men for their work. d. Black women were sometimes allowed to learn to read and write, so they could teach the white children.

(Answer: b; page 150) [Factual]

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22. Why was it difficult to use advanced technology on cotton crops? a. Masters in the south could not afford it. b. Cotton ripened at different times, and machines couldn’t tell if it was ready or not. c. Masters wanted to keep their slaves busy, so they wouldn’t rebel, so they deliberately avoided any time-saving equipment. d. Only the North made technological advances, and since the North didn’t raise cotton, they lacked an incentive to develop the technology.

(Answer: b; page 151) [Conceptual] 23. Which crop replaced tobacco as the main cash crop of Virginia and Maryland? a. cotton b. sugarcane c. potatoes d. wheat (Answer: d; page 151) [Factual] 24. Kentucky raised a significant quantity of hemp, a plant related to marijuana. What was hemp used for? a. medicine and painkillers b. helping to start fires for iron production c. feeding cows d. rope and bagging for cotton bales (Answer: d; page 151) [Factual] 25. List several differences and similarities between rice, tobacco, sugar, and cotton cultivation by slaves. Include a discussion of geography, labor and punishments.

(Answer, pages 147-152) [Conceptual] 26. Why and how was cotton such an important crop?

(Answer, pages 149-151) [Conceptual]

House Servants and Skilled Slaves 27. What percentage of slaves did not have to work primarily as field hands? a. 5% b. 25% c. 80% d. No statistics have been found regarding slaves’ work.

(Answer: b; page 152) [Factual] 28. Which slave group had the highest status on the plantation? a. house servants b. skilled slaves c. the fastest worker in the field d. the women, who bore children (Answer: b; page 152) [Factual]

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29. What was a primary advantage of being a skilled slave? a. They had authority and power over the other slaves, and could limit punishment. b. They were often looked at by other slaves as religious leaders. c. It was possible for them to get a taste of freedom and independence through their skills. d. It was quite easy for them to buy their own freedom with the wages they earned.

(Answer: c; page 152) [Conceptual] 30. What were some of the advantages/disadvantages of being a house servant?

(Answer, page 152) [Conceptual]

Urban and Industrial Slavery 31. How was life different for slaves in the city than on the plantation? a. Skilled urban slaves could purchase their freedom more easily. b. There were generally very few slaves in the cities. c. There was less opportunity for a city slave to make money, as they were more closely watched. d. There were more freed blacks in rural areas near plantations.

(Answer: a; pages 152-154) [Conceptual] 32. Examine Map 6-4. In 1850, where are the freest African Americans in the South? Why in this area?

(Answer, page 153) [Conceptual] 33. Why did slaves prefer even dirty, menial industrial labor to plantation work? a. They were paid steady, high wages. b. There was less freedom in industrial work, but they could socialize more with friends. c. Generally, they had more autonomy on the job. d. They could enjoy the repetition of the work, and not worry about advancement.

(Answer: c; page 154) [Conceptual] 34. What types of industries were present in the South at this time and employing slave labor?

(Answer, pages 153-154) [Factual] 35. What does April Ellison’s story tell us about slavery?

(Answer, page 156) [Conceptual] 36. Discuss several differences between slavery in cities and slavery on plantations.

(Answer, pages 147-154) [Conceptual]

Punishment 37. Which of the following statements is true about punishment for slaves? a. Punishment was really overstated – most slaves were never physically punished in any way. b. Southern whites thought that blacks would not work unless they had the threat of physical punishment. c. Generally, women and children were exempt from the more vicious forms of physical punishment. d. All of these statements are true.

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The Domestic Slave Trade 38. As cotton expanded as a cash crop, the slave trade a. became more humane, as owners wanted to keep slaves alive for work. b. brought in more slaves from Africa to help meet the increased demand. c. grew tremendously within the United States, with owners selling slaves to the newly opened up cotton areas. d. Slavery was reintroduced in the North to perform labor in the textile factories.

(Answer: c; page 155) [Factual] 39. How did the slave trade change with the growth of cotton as a cash crop?

(Answer, page 155) [Conceptual] 40. What percentage of slaves from the upper South moved into the Southwest as the cotton trade opened up? a. Very few. Since slaves generally reproduced well in the Southwest, few imports were needed. b. Almost all of them, as slavery began to die in the upper South. c. People kept no statistics on the movements of slaves at this time. d. Fifty percent between 1820 and 1860.

(Answer: d; page 155) [Factual] 41. Most victims of the slave trade moved by foot, usually chained or roped together, in groups called _______________.

(Answer: coffles; page 155) [Factual] 42. What city served as a major slave market for slaves moving through the Southwest? a. New York b. St. Louis c. New Orleans d. Atlanta (Answer: c; page 155) [Factual] 43. Most southerners saw slavery as a benign institution. What evidence do we have from the domestic slave trade that shows this to be false?

(Answer, page 155) [Conceptual] 44. “Jumping the broom” was a. a European wedding custom, practiced by slaves at times. b. an ancient African custom which informally joined a couple. c. a method of punishing slaves. d. a method of determining who one’s mate would be.

(Answer: a; page 157) [Factual] 45. Which of the following is not true about slave marriages? a. Women and men were more equal as husband and wife than white couples. b. Many masters allowed slaves to have legal, formal wedding ceremonies. c. Couples sometimes did not live on the same plantation, and could only visit each other when the master allowed it. d. Slaves tended not to take marriage very seriously, since they could be broken up at any time.

(Answer: b; page 156-157) [Factual] 54 ..

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46. Why would masters encourage families among slaves?

(Answer, page 156) [Conceptual] 47. How did the relationship of black husbands and wives differ from whites’ husband-wife relationships?

(Answer, page 156-157) [Conceptual] 48. Why was the extended family important to slaves?

(Answer, page 157) [Conceptual] 49. Which statement is true about slave childhood? a. Slave children, since they were highly valued by the master, were well taken care of. Fewer slave children died than white children. b. Slave children rarely played with white children, since the master would not allow it. c. Slave childhood was short; slave children were usually doing adult work between the ages of 8 and 12. d. Slave children generally could only rely on their own mother and father for help growing up.

(Answer: c; pages 157-158) [Factual] 50. Why was infant mortality higher among slaves?

(Answer, page 157) [Factual] 51. How did black children face slave life? How were their lives and work different on a small plantation versus a large one?

(Answer, page 158) [Conceptual] 52. What skills did slave children have to learn quickly?

(Answer, page 158) [Conceptual] 53. What reason did white southerners not use to justify the sexual exploitation of black women? a. It helped white women stay pure. b. The black women were inherently promiscuous. c. Black women were responsible, since they seduced the white men. d. That black women were better at producing strong babies when mixed with white men.

(Answer: d; page 158) [Conceptual] 54. What does the example of Celia and Robert Newsom in 1855 tell us about sexual exploitation of black women? a. The court refused to accept that Celia had a right to defend herself from rape. b. White men could be held accountable for the murder of their slaves, especially female slaves. c. Sexual exploitation rarely happened, since generally the slave women instigated the matter. d. Sometimes sexual relationships between white men and black women could be consensual.

(Answer: a; pages 158-159) [Conceptual] 55. Discuss the relationship between Robert Newsom and Celia. What does that example tell us about slavery?

(Answer, pages 158-159) [Conceptual]

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56. What was the effect of the sexual exploitation of black women on the slave family?

(Answer, page 159) [Conceptual] 57. A slaves’ diet in the period between 1820 and 1860 a. was equal to whites’ diet, and not far from today’s standards, since they got a lot of fresh vegetables. b. was poor by today’s standards, but not by the standards of the rest of the world at that time. c. generally was very European in style, since the master refused to let them cook anything else. d. Was close to today’s standards in nutrition, but not in quantity of food.

(Answer: b; page 159) [Factual] 58. How did the slave diet compare with slaves and free people in the rest of the world?

(Answer, page 159) [Conceptual] 59. Slave clothing was generally a. Very beautiful, as the slave women wove their own cloth for their families and made all of their own clothes. b. Plentiful, but often not very warm in colder regions of the South. c. Pretty sparse, as they generally only got clothing from the master twice a year. d. The same for all ages and genders of slaves.

(Answer: c; page 160) [Factual] 60. How did slaves personalize clothes?

(Answer, page 160) [Factual] 61. How did slave clothing change as a slave aged?

(Answer, page 160) [Factual] 62. What health problem did Europeans have to worry about, but African Americans were generally immune to? a. food poisoning b. lactose intolerance c. dysentery d. malaria (Answer: d; page 160) [Factual] 63. How did slaves’ general health compare with the slave populations in the rest of the New World? a. American slaves’ health was much worse, since masters gave them inadequate diet, and medical knowledge was so poor. b. American slaves’ death rates were generally much worse than both white southerners’ and other slaves’ death rates. c. American slaves’ health was generally better – they were the only slave group to grow through natural reproduction. d. Generally about the same as other slave groups, since they all practiced the same folk remedies for illness.

(Answer: c; pages 160-161) [Conceptual] 64. What health problems did slaves have? How were they different from or similar to Europeans’ health? To white southerners? To the rest of the world’s slave population?

(Answer, pages 160-161) [Conceptual] 56 ..

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65. What methods did slaves use to treat sicknesses?

(Answer, page 161) [Factual]

The Socialization of Slaves 66. Who was the most famous of the animal tricksters found in African-American folktales?

(Answer: Brer Rabbit; page 161) [Factual] 67. What was the importance of the animal trickster folktales? a. They helped show slaves that sometimes the weaker, but cleverer, character wins. b. They demonstrated that slaves were adopting white culture. c. They helped children learn lessons of obedience and subservience. d. They often made slaves some extra money on “festival days.”

(Answer: a; page 161) [Conceptual] 68. Why was deception so important to slaves?

(Answer, page 161) [Conceptual]

Religion 69. How did masters manipulate the message of Christianity for slaves? What messages did slaves themselves take from Christianity?

(Answer, page 161) [Conceptual] 70. What elements of Christianity did white masters choose to present to their slaves? a. Slaves must obey their masters, just like they were supposed to obey God. b. White masters refused to allow their slaves any access to Christianity. c. White masters emphasized Jesus’ love for all mankind. d. They generally allowed the slaves to practice Christianity in any way they pleased.

(Answer: a; page 161) [Factual] 71. What elements did slaves not incorporate into their Christian religious practices? a. indigenous African traditions b. self-called, often illiterate preachers c. an emphasis on Moses and the lesson of deliverance from bondage d. an emphasis on obedience (Answer: d; pages 161-162) [Factual]

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The Character of Slavery and Slaves 72. Which of the following historians felt that slavery was a generally beneficial institution where slaveholders cared for happy slaves? a. Kenneth Stampp b. Stanley Elkins c. Ulrich B. Phillips d. Eugene Genovese (Answer: c; page 162) [Factual] 73. What do historians have to say about the conditions of slaves in slavery? Why do they have these differences?

(Answer, pages 162-163) [Conceptual]

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Free Black People in Antebellum America ■ Chapter 7

CHAPTER SEVEN: FREE BLACK PEOPLE IN ANTEBELLUM AMERICA IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the question – Why is this important? Why do we study this? market revolution Nullification Crisis black laws Free-Soil Party Jim Crow free papers

OBJECTIVE/ANALYTICAL QUESTIONS Demographics of Freedom 1. What is true of the free black population in America from the period from 1820 to 1860? a. Most of the free population was over the age of 55. b. The actual number of free blacks went down over the period. c. More women than men were free. d. Few of the free blacks lived in the cities.

(Answer: c; page 170) [Factual] 2. Examine Map 7-1. Which slave states had the freest blacks? Why? (Answer, page 171) [Conceptual] 3. Where was the largest free black urban population in the period between 1820 and 1860? a. Philadelphia b. New York c. Virginia d. Massachusetts (Answer: a; page 172) [Factual] 4. How did the free black population change from 1820 to 1860?

(Answer, pages 170-172) [Factual]

The Jacksonian Era 5. Before the Industrial Revolution could have much of an effect in America, what had to be greatly improved? a. number of banks and amount of capital b. agricultural improvements to feed workers c. transportation d. labor relations (Answer: c; page 172) [Factual]

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6. Which party developed to support Andrew Jackson and oppose John Quincy Adams?

(Answer: Democratic; page 174) [Factual] 7. What trend doomed the openly elitist Federalists party?

(Answer: universal white manhood suffrage; page 174) [Factual] 8. What did the Democratic Party and the Whig Party have in common? a. They were both against the spread of slavery to the territories. b. They really had nothing in common, since they were opposition parties. c. They both favored secession by the South. d. They were both led by slaveholders, and neither really championed black rights.

(Answer: d; page 174) [Conceptual] 9. How did the Whigs and Democrats emerge? What beliefs did each party hold?

(Answer, page 174) [Factual] 10. What types of changes were going on in America between 1820 and 1860?

(Answer, pages 172-174) [Factual]

Limited Freedom in the North 11. What did most white northerners believe about blacks? How did most northerners act toward blacks?

(Answer, page 174) [Factual] 12. Most white northerners in the period 1820-1860 a. were generally more liberal than southerners in race issues. b. wanted nothing to do with blacks, and had the same kind of racist ideas as southerners. c. were about equally divided between those who wanted slavery to continue and those who fought against it. d. thought that blacks were very hard, honest workers, and would take jobs away from them.

(Answer: b; page 175) [Factual] 13. Why was the Fugitive Slave Law of 1793 considered a danger to free blacks? a. White masters could have fugitive slaves shot upon sight, and frequently did. b. The federal government, for the very first time, demonstrated that it endorsed and supported slavery. c. Any black northerner, under the terms of this law, could be kidnapped and forced into slavery in the South. d. Most never worried about the law; it was rarely enforced or used.

(Answer: c; pages 174-175) [Factual] 14. What were “black laws”? a. laws that set up certain rights for blacks, including some rights previously held by whites only b. laws that made it more difficult for blacks to come into an area c. laws that forbid blacks from entering certain professions like law and medicine d. laws that segregated blacks into inferior accommodations on transportation (Answer: b; pages 174-175) [Factual]

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15. What party brought about the repeal of Ohio’s black laws?

(Answer: The Ohio Free Soil Party; page 175) [Factual] 16. What types of laws did Indiana, Michigan, Iowa and Wisconsin pass regarding black citizens in their states? a. They all allowed blacks to vote, and banned segregation. b. They all pushed for women’s rights well before the beginning of the national women’s rights movement. c. They banned all blacks from the state in their constitutions. d. They tried to bring slavery into their states, but failed.

(Answer: c; page 175) [Factual] 17. When property qualifications were removed from voting requirements in most states during the Age of Jackson, a. elites disfranchised black men. b. elites continued to allow those wealthy black men who could vote before to vote. c. elites opened the voting process up to black women as well. d. elites allowed Native Americans to vote, but not any other ethnic group.

(Answer: a; page 176) [Factual] 18. What was ironic about the movement to make voting more egalitarian during the Age of Jackson?

(Answer, page 176) [Conceptual] 19. What generalization can be made about New England and the middle states and the enfranchisement of black men? a. Because racism was strong in the North as well as the South, all of these states disenfranchised black voters. b. All of these states allowed all black men to vote. c. All of these states limited black men and women’s voting in some way. d. Generalizations are impossible: Some states forbid black voting, some continued to allow it, and some merely limited it in some way.

(Answer: d; pages 175-176) [Conceptual] 20. How did New York deal with voting requirements for blacks? a. It allowed both black and white women to vote, with no property requirements. b. It completely eliminated the right to vote for all blacks. c. It eliminated the property requirement for whites, but continued to have it for black men. d. It refused to change its property requirements for either whites or blacks.

(Answer: c; page 176) [Factual] 21. How did different states in the Northeast and the middle areas deal with black voters? What accounted for the differences in the states?

(Answer, pages 175-176) [Conceptual] 22. What form of discrimination did all free blacks in urban areas face in the North? a. disfranchisement b. segregation c. inability to own property d. inability to own a gun (Answer: b; page 176) [Factual]

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23. What was the term used to describe segregated facilities?

(Answer: Jim Crow; page 176) [Factual] 24. From where did the term “Jim Crow” come? a. Jim Crow was the first African American to challenge the segregation of public facilities in court. b. It was a black-face minstrel act of the 1840s. c. Jim Crow was a derogatory term for a scarecrow, often used by agricultural blacks. d. The origins of “Jim Crow” are completely unknown.

(Answer: b; page 176) [Factual] 25. Which of the following statements about segregation is true? a. The “better classes” of blacks were sometimes allowed into facilities reserved for whites. b. Blacks faced many difficulties in trying to ride public transportation, although they often had no choice but to attempt to ride them. c. Segregation was only apparent in the South. d. Segregation of public facilities only began in the 20th century.

(Answer: b; pages 176-177) [Factual] 26. What were some of the results of racial segregation? a. Black and white relations were often quite good, since whites felt superior. b. Blacks began to be separated by class, since upper-class blacks did not have to deal with segregation as much. c. Blacks lived in segregated communities in northern cities. d. Blacks admired whites and their accomplishments.

(Answer: c; page 177) [Conceptual] 27. How did many northern states react to blacks in the period from 1820 to 1860? What does this tell us about American society at the time?

(Answer, pages 174-178) [Conceptual] 28. Describe the system of social segregation that permeated the North during the antebellum period. What was denied to blacks?

(Answer, pages 176-178) [Factual] 29. What were some of the causes and results of segregating housing/neighborhoods for blacks?

(Answer, pages 177-178) [Conceptual]

Black Communities in the Urban North 30. How did the free black family in the North change in the time period between 1820 and 1860? a. The number of two-parent households began to increase as more slaves were freed. b. More became single-parent households, with women heading them. c. The number of two-parent households remained steady. d. Black families began having more children, on average, than white families.

(Answer: b; page 178) [Conceptual]

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31. Why did some single-parent households increase during the 1820 to 1860 period?

(Answer, page 178) [Conceptual] 32. What factors characterized the black family in general during the period?

(Answer, page 178) [Factual] 33. Why did black families often have boarders? a. because whites forced them to have an overseer keeping track of activities b. for protection from white violence, since many boarders were young men, and many families were headed by women c. for economic considerations, since they needed the money d. because housing was at an all-time low, and people did not have very many places to stay (Answer: c; page 178) [Factual] 34. Why was it difficult for blacks to find jobs in the North after 1820? a. There were very few jobs in the North after 1820, due to an economic depression. b. White immigration increased, and employers preferred to hire whites. c. Racism began in the North only after 1820. d. .Industry, especially textiles, began to shift to the south.

(Answer: b; page 178-179) [Factual] 35. What types of skilled jobs were black men able to find? a. ironwork or bricklayers b. newspaper journalists c. house servants d. shoemakers or barbers (Answer: d; page 179) [Factual] 36. What types of jobs were black women able to find? a. shoemakers or barbers b. domestic servants or seamstresses c. secretarial or clerical work d. waitresses in restaurants (Answer: b; page 179) [Factual] 37. Why did some blacks become sailors?

(Answer, page 179) [Factual] 38. Which of the following was not true about the black elite? a. The black elite could serve as a bridge between liberal whites and the black community. b. They were often clergy, black professionals or businessmen who had attained some status in a segregated community. c. Complexion played no role in status in urban areas. d. Some black elites could gain significant amounts of wealth.

(Answer: c; page 179) [Factual]

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39. What purpose or role did the black elite serve? How did they become elite?

(Answer, page 179) [Conceptual] 40. What types of technological innovations did African Americans develop in the 1830s and 1840s? What types of industries were these dependent on?

(Answer, page 180) [Conceptual] 41. Who was the first African American to graduate from medical school?

(Answer: James McCune Smith; page 181) [Factual] 42. Who was the first African American to argue a case before the United States Supreme Court?

(Answer: John S. Rock; page 181) [Factual] 43. What is true about black doctors during the time period? a. There were very few of them, since they were not allowed into American medical schools, and you could not practice medicine without a degree and a license. b. They always faced very high levels of violence from whites who thought they were dangerous. c. Some used natural, herbal remedies and became quite successful. d. Women generally dominated the field of medicine at this time.

(Answer: c; page 181) [Factual] 44. What types of difficulties did black lawyers and doctors face?

(Answer, page 181) [Factual] 45. What types of jobs could African Americans obtain in the North? What does that say about their opportunities?

(Answer, pages 178-181) [Conceptual] 46. Which African-American singer earned the nickname “The Black Swan”?

(Answer: Elizabeth Taylor Greenfield; page 182) [Factual] 47. Discuss some of the contributions by blacks to art and music of the times.

(Answer, pages 181-182) [Factual] 48. What themes did many black authors during the period emphasize? a. They emphasized slavery and the contradictions between it and American stated values. b. If blacks trusted in God, slavery would end. c. They emphasized the kindness of many northerners and the evils of many southerners. d. Black authors generally tried to mimic white authors, and looked at many of the same themes.

(Answer: a; page 182) [Factual]

African-American Institutions 49. Why did black institutions become more varied and numerous during the antebellum period?

(Answer, page 183) [Conceptual] 64 ..

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50. What black institution continued to be the center of black communities?

(Answer: the church; page 183) [Factual] 51. Where were the two largest African Methodist Episcopal churches? a. Virginia and New Orleans b. New York City and Philadelphia c. Massachusetts and Vermont d. Rhode Island and New York (Answer: b; page 185) [Factual] 52. What does the story of Stephen Smith and William Whipper tell us about African Americans?

(Answer, page 184) [Conceptual] 53. Why did separate black congregations begin to be criticized within the black community? a. Some, including Frederick Douglass, thought that they were just another example of segregation in American society. b. Some thought that black ministers were being far too intellectual, and not speaking to the common black member. c. Some thought that the black churches should be more involved with the community, rather than simply holding worship services. d. Some criticized the churches for not organizing mass marches and protests against segregation..

(Answer: a; page 185) [Conceptual] 54. How did black churches function during the antebellum period?

(Answer, pages 183-185) [Conceptual] 55. Discuss the types of problems blacks faced in getting an education for their children.

(Answer, page 186) [Factual] 56. What was not the result of inadequate public funding for black schools in the North? a. Teaching suffered, since the pay was so low. b. Many northerners, even those who favored abolition, thought that black students were poorer intellectually. c. Some black leaders began to push for integrated schools in the North. d. White teachers refused to teach there at all.

(Answer: c; page 186) [Conceptual] 57. What were Frederick Douglass and other abolitionist leaders able to do to Massachusetts’ public schools? a. Get city leaders to allow all-black schools to be established. b. Desegregate the schools, including those in Boston, by 1855. c. Push for African history to be taught as well as white European history. d. Get city leaders to pay black teachers the same as white teachers.

(Answer: b; page 186) [Factual] 58. What was the most famous bi-racial university during the antebellum period?

(Answer: Oberlin College in Ohio; page 186) [Factual]

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59. What was true about blacks and admission to institutions of higher learning? a. It was often easier to come by than primary education. b. No college or university in the North allowed students of both races to attend. c. Higher education for blacks was very similar to college today. d. Blacks generally were not interested in a college-level education at this time.

(Answer: a; page 186) [Factual] 60. How were black and white voluntary associations similar during the antebellum period? a. Black and white associations were very different in tactics and ideas. b. They both drew on a reform spirit of the time, focusing on many of the same issues and concerns. c. Blacks focused solely on abolishing slavery. d. Black women were rarely able to join voluntary associations, but white women could join if they wanted.

(Answer: b; page 187) [Conceptual] 61. What types of organizations did black women seem attracted to in the antebellum period? a. women’s rights organizations, especially those stressing the right to vote b. poetry and reading clubs c. mutual aid organizations, especially those that helped the poor and disadvantaged d. groups that worked for the protection of nature and the environment (Answer: c; page 186) [Factual] 62. Discuss some of the characteristics of black voluntary societies in the period. How did gender and class play a role in the types of activities blacks were involved in? How did they compare to white efforts?

(Answer, pages 186-187) [Conceptual]

Free African Americans in the Upper South 63. What was a difference between free blacks in the Upper South and in the North? a. Fewer free blacks lived in cities in the North than in the Upper South. b. Upper South free blacks could be quickly sold into slavery to pay for the cost of their arrest, or to pay off debts. c. Free blacks in the Upper South were always assumed by whites to be slaves unless they could prove otherwise. d. Actually, free blacks in the Upper South had a lot in common with free blacks in the North.

(Answer: d; pages 187-188) [Conceptual] 64. Regarding employment, free blacks in the Upper South a. were never hired by whites, since they could get free slave labor. b. faced less competition from immigrants until the 1850s, and therefore could get jobs in industry more easily than blacks in the North. c. were in skilled trades, like carpenters, bakers, and barbers. d. could generally only get jobs as barbers within the black community.

(Answer: b; page 188) [Factual] 65. Discuss the differences and similarities between free blacks of the North and free blacks of the Upper South.

(Answer, pages 187-189) [Conceptual]

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66. Why did whites limit free black activity? How did they do it?

(Answer, pages 187-189) [Conceptual]

Free African Americans in the Deep South 67. How were Deep South free blacks’ lives different from other free blacks’ lives? a. There were more free blacks in the Deep South, but they had fewer rights. b. Free blacks in the Deep South generally had parents who were both directly from Africa. c. A sophisticated caste system developed in the Deep South, with free blacks often more closely identifying with the white masters than slaves. d. There were no free blacks in the Deep South.

(Answer: c; pages 189-190) [Conceptual] 68. Why did a close relationship exist between free blacks and whites in the Deep South?

(Answer, page 189) [Conceptual] 69. Black communities in the Deep South a. failed to develop, since whites cracked down so hard on the free population. b. developed slowly, and with few fraternal organizations, and more free blacks remained illiterate compared to other sections of the country. c. developed with many of the same institutions as in the Upper South and North, except that black communities often lacked a separate church. d. developed with exactly the same pattern as in other regions of the country.

(Answer: c; pages 189-190) [Factual] 70. What differences or similarities do you see for free African Americans in the trans-Mississippi West versus other areas of the country?

(Answer, pages 190-191) [Conceptual]

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Opposition to Slavery ■ Chapter 8

CHAPTER EIGHT: OPPOSITION TO SLAVERY IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Benevolent Empire abolitionists black nationalist Philadelphia Female Anti-Slavery Society immediatism

OBJECTIVE/ANALYTICAL QUESTIONS Abolitionism Begins in America 1. What is a term used for people who favored getting rid of slavery throughout the country?

(Answer: abolitionists; page 198) [Factual] 2. Where did the initial impetus for abolitionism come from? What was it a part of?

(Answer, page 198) [Conceptual] 3. What were the two antislavery movements forged by the Age of Revolution in the United States?

(Answer, page 198) [Factual] 4. How did African Americans participate in the antislavery movement in the early nineteenth century? a. They assisted secretly in the South, and helped in direct action in the North. b. They controlled the large antislavery societies in the North, although whites joined. c. They led and organized societies in the Upper South. d. Because of the prevalence of racism, they were not allowed to help at all.

(Answer: a; pages 198-199) [Factual] 5. What Protestant denomination is credited with beginning the antislavery movement in the North? a. Methodist b. Quaker c. Baptist d. Episcopalian (Answer: b; page 199) [Factual] 6. How and why were the Quakers important in the antislavery movement?

(Answer, page 199) [Factual]

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7. Which of the following is true about the Society for the Promotion of the Abolition of Slavery? a. It was the first antislavery society in the North. b. It was the first antislavery society in the South. c. It attracted non-Quaker members. d. It attracted well over one million members across the United States.

(Answer: c; page 199) [Factual] 8. What were the limitations of the early antislavery movement? a. Blacks and whites worked in the same organization, but often could not agree on goals. b. White abolitionists did not think that blacks should have equal rights. c. Most did little to abolish slavery in the South. d. They were generally only working for the gradual ending of slavery.

(Answer: b; page 199) [Conceptual] 9. Examine Map 8-1. What do the locations of these slave uprisings have in common? What do the dates and distribution tell you about slave rebellions?

(Answer, page 200) [Conceptual] 10. What was an effect of Gabriel’s Conspiracy in 1800? a. White southerners only blamed southern slaves for instigating revolt. b. White southerners began to think that a race war was possible in the South. c. Because the rebellion had been unsuccessful, whites thought their protection against slave revolt was adequate. d. White southerners decided that it was time to loosen the restrictions on slaves.

(Answer: a; page 199) [Conceptual] 11. What role did white southerners think that free blacks played in slave revolts? a. White southerners thought that free blacks were incapable of independent thought, and therefore would not have a role in revolts. b. White southerners thought that free blacks were an extremely dangerous element, and responsible for inciting slaves to rebellion. c. White southerners mainly thought that foreigners, not free blacks, had the main role in slave revolts. d. White southerners thought that free blacks played a minimal role, since they realized that slaves were unhappy in slavery and would try to get out of it.

(Answer: b; page 200) [Factual] 12. Which of the following is true about the Denmark Vesey Conspiracy in 1822? a. It led to Quakers and their abolitionist societies having a greater influence. b. It was put down after the blacks had killed 100 whites and burned several blocks of Charleston. c. It reinforced white beliefs that the free black population was a dangerous influence. d. All of these are correct.

(Answer: c; pages 200-201) [Factual] 13. What was a difference between Gabriel’s Rebellion and Vesey’s Rebellion? a. Only Gabriel’s was influenced by the French and Haitian Revolutions. b. Vesey included more elements of religion in his plot. c. Vesey was a slave, and Gabriel was a free man. d. Gabriel’s Conspiracy was successful.

(Answer: b; pages 199-201) [Conceptual]

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14. What was a result of Vesey’s Conspiracy? a. Blacks demonstrated they could stand united against whites. b. South Carolina decided to decrease some restrictions on slaves in cities, since they did not participate. c. The state legislature passed laws forbidding slaves to read, banning their assembly, and jailing black sailors while their ships were docked. d. Vesey was deported to Haiti, with several of his conspirators.

(Answer: c; pages 201) [Conceptual]

A Country in Turmoil 15. How were industry and transportation developments changing America’s outlook?

(Answer, pages 201) [Conceptual] 16. What attitude characterized American politics during the Jacksonian Era? a. openness to new ideas and thoughts b. paranoia, fear of conspiracies c. a desire to establish equal rights for blacks d. a desire to increase the scope of the United States (Answer: b; page 201) [Factual] 17. Which of the following is not true of the Democratic Party during the 1820s and 1830s? a. They claimed to represent everyday Americans. b. They represented the interests of slaveholders. c. They were formed because Andrew Jackson thought he had been cheated out of the presidency in 1824. d. .They wanted to greatly expand the size of the United States, an attitude called "Manifest Destiny."

(Answer: d; page 201) [Factual] 18. Which of the following statements best represents the Democratic Party’s ideas about slavery? a. The Democrats were the early abolitionists, seeking to destroy slavery where they could. b. The Democrats sought to make property rights absolute, especially with slaves. c. The Democrats wanted to keep slavery where it existed already, but were not enthusiastic about expanding it. d. The Democrats hated slavery, but generally lacked the backbone to confront southerners about it.

(Answer: b; page 201) [Conceptual] 19. How did the Democrats’ stated ideals compare with their actions?

(Answer, page 201) [Conceptual] 20. What party emerged to compete with the Democrats? What did they believe?

(Answer, page 202) [Factual]

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21. What was true about the Whig Party during the 1820s and 1830s? a. The Whigs attracted people who favored a more liberal social policy, mainly because the Democrats pushed them away. b. The Whigs failed to attract evangelical Christians, who were more interested in maintaining slavery. c. The Whigs favored the abolition of slavery. d. The Whig Party was completely ineffectual, and felt that the freemasons were trying to take over America.

(Answer: a; page 202) [Factual] 22. What is true of the Second Great Awakening? a. It was a revival of religious interest, where ordinary blacks and whites played a large role. b. The Second Great Awakening refers to the development of two parties in America. c. It was a religious revival, but had very few consequences outside of churches in the South. d. It occurred during the 1730s and 1740s.

(Answer: a; page 202) [Factual] 23. What important message did Charles Finney preach during the Second Great Awakening? a. Blacks should be enslaved, because God wanted that. b. Blacks should be able to vote and be the social equals of whites. c. All men and women (no matter their race or class) could be saved by God. d. Charles Finney was not allowed to preach because he was a black man.

(Answer: c; page 202) [Factual] 24. What was “practical Christianity”? a. Blacks could only be “practical” Christians because they were not allowed to be members of the churches. b. Christians had to be as practical as possible, and that meant accepting slavery in the South. c. Some white southerners were called “practical Christians” because they never lived up to the ideals of their faith. d. Those who were saved had to help others as a part of their faith.

(Answer: d; pages 202-203) [Factual] 25. What were some of the characteristics of early antislavery movements? What characteristics were added to antislavery movements through the Second Great Awakening?

(Answer, page 203) [Factual] 26. What were the goals of the American Colonization Society? a. to have all of the territories of the United States be free b. the immediate emancipation of all slaves c. to gradually free slaves, through purchasing them and sending them to Africa d. to colonize a blacks-only state in the western United States (Answer: c; page 203) [Factual] 27. What did the American Colonization Society think was a way to resolve slavery in America? Why did they want to do this?

(Answer, pages 203-204) [Conceptual]

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28. Who initially supported the American Colonization Society? a. all northern whites b. some upper South slaveholders c. some atheists who had formed an antislavery group d. several former presidents, including James Madison (Answer: b; page 203) [Factual] 29. Who was the most prominent black advocate of black migration to Africa during the early 1800s?

(Answer: Paul Cuffe; page 204) [Factual] 30. Why did some blacks endorse returning to Africa? a. They wanted to bring Christianity to that continent. b. They felt that Africa offered a better form of democracy. c. They wanted to experience the culture of their ancestors, considered better than American society. d. They agreed that Africa offered better living conditions.

(Answer: a; page 204) [Factual] 31. Other than Africa, where did some African Americans choose to migrate?

(Answer: Haiti; page 205) [Factual] 32. Which of the following is not a correct statement about the effort to colonize free African Americans? a. The rate of colonization was far too low to be effective, not even keeping up with the increase in the slave population. b. American blacks found the cultures of their new lands very different, and often didn’t adapt. c. All blacks supported colonization, and looked forward to moving to Africa. d. Colonization occurred in Africa and Haiti..

(Answer: c; pages 204-205) [Conceptual] 33. Why did some blacks begin to oppose colonization? a. They had no money to go to Africa. b. They felt that they were Americans and entitled to all the rights of white people. c. They recognized that it was only supported by whites, who wanted to get rid of them. d. No blacks wanted to go to Africa, since they thought it was a horrible, disease-ridden place.

(Answer: b; page 205) [Conceptual] 34. Examine Map 8-2. What is significant about the name of the capital of Sierra Leone? How is this name somewhat ironic?

(Answer, page 204) [Conceptual] 35. Why did some blacks advocate a return to Africa? What reasoning was behind the opposition to colonization?

(Answer, pages 204-205) [Conceptual]

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Black Abolitionist Women 36. What was one way women could enter the public sphere in nineteenth-century America? a. through church and benevolent society activities b. through running for public office c. through speaking in public on whatever subject they wished d. through secretly distributing books on politics (Answer: a; page 206) [Factual] 37. What “first” did female abolitionist leader Maria Stewart accomplish? a. She was the first woman to attempt to vote. b. She was the first woman to run for Congress from Massachusetts. c. She was the first American woman to address male audiences in public. d. She was the first black woman to publish a work of literature.

(Answer: c; page 206) [Factual] 38. Who was Maria Stewart? What does her life tell us about the situation of African Americans at this time?

(Answer, pages 206-207) [Conceptual] 39. Why did Stewart stop speaking against slavery? What does this tell you about blacks in America?

(Answer, pages 206) [Conceptual] 40. Most women who opposed slavery did not have the status or education of women like Forten and Stewart. What did these women do in the abolitionist movement? a. Very little. They had no opportunity to oppose slavery in public. b. They could harbor fugitives or even buy relatives. c. They could write letters to the editors of their newspapers expressing their views. d. Some women could vote against pro-slavery politicians.

(Answer: b; pages 206-207) [Factual]

The Baltimore Alliance 41. What beliefs did William Lloyd Garrison hold about slavery? a. As a black man, he felt that slavery was not economically practical, and would die out of its own accord. b. He thought that gradually abolishing slavery was immoral and impractical. c. He thought that the highest position a black man should hold would be that of a slave. d. He thought that slavery should not be extended to any new territory, but could continue where it was.

(Answer: b; page 208) [Factual] 42. What famous antislavery newspaper did William Lloyd Garrison begin publishing in 1831?

(Answer: The Liberator; page 208) [Factual]

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43. How did William Lloyd Garrison change the nature of the antislavery movement? a. He attempted to exclude women from the antislavery movement. b. He thought that whites should play the main role, and refused to allow any black membership in his organization. c. He called for the immediate abolition of slavery, along with a commitment to racial justice. d. He called for violent uprisings and the murder of slaveholders.

(Answer: c; pages 208-209) [Conceptual]

David Walker and Nat Turner 44. What did David Walker’s Appeal...to the Colored Citizens of the World advocate? a. the use of violence by slaves to secure their freedom from white masters b. patience by slaves to wait for God’s word to free them c. that blacks should immediately immigrate to Africa to gain their rights d. submission to their white masters (Answer: a; page 209) [Factual] 45. How did Walker’s pamphlet influence the antislavery movement? a. It was immediately accepted by southerners, since it advocated the use of violence against slaves. b. His aggressive style and tone in the pamphlet made others adopt a similar tone. c. He hurt black pride and nationalism, which were growing at the time d. He forced the president to rethink his views on the slave trade.

(Answer: b; page 209) [Conceptual] 46. What was not a result of Nat Turner’s Rebellion? a. Garrison and other abolitionists took the blame for the uprising. b. The slaves in the uprising killed almost 60 whites, although they were put down by the militia. c. Northern abolitionists publicly supported the peaceful resolution of the slavery problem. d. All of these are correct.

(Answer: a; pages 209-210) [Factual]

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Let Your Motto Be Resistance ■ Chapter 9

CHAPTER NINE: LET YOUR MOTTO BE RESISTANCE

IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Compromise of 1850 Manifest Destiny moral suasion The American and Foreign Anti-Slavery Society Liberty Party underground railroad

OBJECTIVE/ANALYTICAL QUESTIONS A Rising Tide of Racism and Violence 1. How did whites justify racism in the 1830s and 1840s? a. Many whites actually began to denounce racism in this time period. b. Scientists argued that racial differences were permanent, and indicated people’s status in the world. c. Scientists at that time argued that race was the product of environment. d. Scientists argued that non-whites actually began the human race, but didn't benefit it technologically.

(Answer: b; pages 216-217) [Conceptual] 2. How was science reflecting the dominant ideas of racism during the 1830s and 1840s?

(Answer, pages 216-217) [Conceptual] 3. Of the following groups, which did not suffer from discrimination and prejudice at the same time as African Americans? a. Native Americans b. Catholics c. many European immigrants d. Russian nationals (Answer: d; page 217) [Factual] 4. What statement is true about the riots during the 1830s and the 1840s? a. They rarely did any physical damage to cities, but murdered large numbers of blacks. b. They were instigated by angry blacks, who protested the conditions of their lives. c. They grew in number as the abolitionist movement grew. d. They were located mainly in the South.

(Answer: c; page 217) [Factual]

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5. What were the frequent targets of anti-black mobs? a. black buildings and neighborhoods b. black politicians c. black women and children d. black politicians (Answer: a; page 217) [Factual] 6. Discuss the origins, causes and facts of the anti-black riots during the 1830s and the 1840s. Why were they worst in Philadelphia?

(Answer, page 217) [Conceptual] 7. Examine Map 9-1. Where were the worst and most frequent race riots? a. New Orleans b. Philadelphia c. Charleston d. New York City (Answer: b; page 218) [Factual] 8. Why was the issue of Texas important to African Americans?

(Answer, pages 217-218) [Conceptual] 9. What territory was gained in the war with Mexico?

(Answer, page 218) [Factual]

The Antislavery Movement 10. What were some of the problems the antislavery movement encountered in its interracial efforts? a. Whites refused to allow blacks to have equal status in the organizations, despite their language of equality and justice. b. Antislavery organizations were actually very well integrated and allowed blacks huge levels of power. c. The antislavery movement was completely white, and was never an interracial effort. d. Whites in California refused to accept changes made by northern whites.

(Answer: a; page 218) [Factual] 11. What was the most significant abolitionist society? a. American Colonization Society b. Americans for a Democratic Society c. Christian Freedom Organization of Philadelphia d. American Anti-Slavery Society (Answer: d; page 218) [Factual] 12. What were the goals of the American Anti-Slavery Society? a. to restrict slavery to the South where it already existed b. the immediate end to slavery, with no compensation for owners c. the gradual end to slavery, with some compensation to owners for their losses d. the immediate end to slavery, with some compensation for owners (Answer: b; page 218) [Factual] 76 ..

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13. What does the story of Henry Highland Garnet tell us about African Americans in this period?

(Answer, page 225) [Conceptual] 14. Which of the following statements is true about blacks in the AASS? a. They were often refused leadership roles or large influence in decisions. b. They were considered, and treated as, the complete equals to whites. c. They were never allowed to be members of the AASS. d. The only black member was Frederick Douglass.

(Answer: a; pages 219-220) [Factual] 15. Why did separate abolitionist groups form for blacks and women? What were their roles?

(Answer, page 220) [Factual] 16. What valuable tasks did women’s antislavery societies do? How? (Answer, page 220) [Factual] 17. How did women’s participation in the antislavery movement create feminism?

(Answer, page 220) [Conceptual] 18. What was different about some of the women’s antislavery societies? a. The women’s organizations proved that women could be just as racist, if not more so, than men. b. They were rarely allowed to do fundraising, since men considered that too important for women to do. c. They actually allowed blacks a far larger role in their organizations. d. The women’s organizations were generally only interested in spreading Christianity to slaves.

(Answer: c; page 220) [Conceptual] 19. What were some of the characteristics of the AASS? Why was it significant?

(Answer, pages 218-220) [Conceptual] 20. What does Sojourner Truth’s life tell us about African Americans in this time?

(Answer, page 221) [Conceptual] 21. What was moral suasion? Why was it an effective argument at the time?

(Answer, page 220) [Conceptual] 22. What types of arguments did the AASS not use to convince people that slavery should be abolished? a. They tried to convince people that slavery was a moral sin against God. b. They tried to convince people that slavery led to brutality, rape and violence. c. They tried to convince people that slavery was an inefficient economic system that could be better replaced by free labor. d. They noted that slavery should only be allowed by inferior countries like France.

(Answer: d; pages 220-222) [Factual]

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23. How did the AASS critique the North in their antislavery efforts? a. The AASS did not critique the North, since slavery did not exist in the North. b. They critiqued the North for profiting from the labor of slaves in the cotton fields through northern textile industries. c. They tried to get the last remnants of slavery abolished in the North as well. d. They blamed northerners who refused to pay taxes as supporting proslavery legislation.

(Answer: b; pages 220-221) [Factual] 24. What types of tactics did the AASS generally not condone or use? a. mass mailings b. speeches and lectures c. violence d. massive petitioning campaign (Answer: c; page 221) [Factual] 25. The ________________ was a rule passed by Congress in effect forbidding any discussion of antislavery issues.

(Answer: Gag Rule; page 222) [Factual] 26. What were the reactions to some abolitionist meetings?

(Answer, page 222) [Factual]

Black Community Institutions 27. What role did the Black Convention Movement play in the abolitionist movement? a. It had no role at all, since whites cracked down on the organization and refused to allow it to meet. b. It was a very conservative force, and said that white supremacy should be acceptable if whites were kind and generous to subservient blacks. c. It called for violent uprisings to slaughter slaveholders in the South. d. It provided a forum for antislavery ideas and the development of black leadership.

(Answer: d; page 223) [Factual] 28. How were the black churches important to the abolitionist movement? a. Clergy attacked slavery and discrimination. b. Black churches were generally not very important, since they refused to get involved in any political issues within the community. c. Churches provided 75% of all funds to the antislavery organizations. d. Since black churches were still controlled by whites, they made few contributions.

(Answer: a; page 223) [Conceptual] 29. Which of the following was the most important black institution in the antislavery movement? a. newspapers b. mutual aid societies c. labor organizations d. churches (Answer: d; page 223) [Factual]

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30. Why were black newspapers not as influential as black churches?

(Answer, page 223) [Conceptual]

The American and Foreign Anti-Slavery Society and the Liberty Party 31.. Why did the AASS break up? What issues were involved?

(Answer, page 224) [Factual] 32. Which of the following is true about black participation in the new AFASS versus the AASS? a. The AFASS forbid any black involvement. b. Blacks had a greater, more prominent, leadership role in the AFASS. c. The AFASS had more black members, but refused to allow blacks to have leadership roles. d. The AASS always had more prominent blacks in leadership positions.

(Answer: b; page 225) [Factual] 33. Who helped create the AFASS and what key black leader stayed with AASS? (Answer, page 225) [Factual] 34. Discuss the differences in African-American roles in the AFASS and the AASS. (Answer, page 225-226) [Conceptual] 35. What was a main difference between the Liberty Party and the “Old Organization” of the AASS? a. The “Old Organization” stopped participating in politics, and the Liberty Party was an official third party in the American political system. b. The Liberty Party stopped participating in politics, and the “Old Organization” was an official third party in the American political system. c. The “Old Organization” became far more prominent in politics. d. The Liberty Party wanted to destroy the Constitution, since it promoted and defended slavery.

(Answer: a; page 224) [Factual] 36. What were the differences between Garrison and the Liberty Party over the meaning of the Constitution?

(Answer, page 224) [Conceptual]

A More Aggressive Abolitionism 37. How did the New York Liberty Party interpret the Constitution? a. They felt that it supported slavery and should be replaced or amended. b. They felt that it outlawed slavery throughout the entire country. c. They thought that it provided a justification for outlawing slavery in the territories. d. They felt it should be abolished and replaced with a semi-communistic system.

(Answer: b; page 226) [Conceptual]

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38. What did Joseph Cinque and Madison Washington have in common? a. They both led successful revolts aboard ships to gain their freedom. b. They both led unsuccessful revolts, were killed by the American government, and became martyrs. c. They were both successful black lawyers who defended slavery. d. They were both white men who fought for greater restrictions on slaves.

(Answer: a; page 226) [Conceptual] 39. Where did Madison Washington take the Creole to gain his and his shipmates’ freedom? a. Canada b. British Bahamas c. Haiti d. Key West (Answer: b; page 226) [Factual] 40. Discuss the incidents with the Amistad and the Creole. What was their effect on the antislavery movement?

(Answer, page 226) [Conceptual] 41. What was the significance of the underground railroad? What risks were involved?

(Answer, pages 226-227) [Conceptual] 42. Why do we know very little about the underground railroad? a. The records of the organization were burned in a fire set by white mobs. b. It was only a myth, told by antislavery advocates to keep black slaves’ hopes alive. c. It was a secret organization with no centralized command, and the efforts were separated from each other by region and time. d. It existed for only two years, and had only one leader, Harriet Tubman.

(Answer: c; page 226) [Conceptual] 43. What was the usual destination of the slaves on the underground railroad?

(Answer: Canada; page 227) [Factual] 44. Who was Harriet Tubman and why were her efforts remarkable?

(Answer, page 227) [Conceptual] 45. Which of the following statements is true about the operation of the underground railroad? a. Escapees never returned to assist the railroad and help others escape – it was too dangerous. b. Operation of the railroad was a life-threatening endeavor for whites only, as blacks would only be returned to slavery, not harmed. c. Blacks were the only ones active on the railroad. d. Prior to the growth of the railroad, the escape was known as the "line of posts."

(Answer: d; pages 226-228) [Factual]

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46. Who was/were the main leader(s) of the underground railroad in the early 1840s? a. Harriet Tubman b. Charles T. Torrey and Thomas Smallwood c. Frederick Douglass d. Madison Washington (Answer: b; page 227) [Factual] 47. Where did most slaves who utilized the underground railroad come from? a. South Carolina, where conditions were the worst b. Mississippi and Alabama c. New Orleans, since they had access to the Mississippi d. the border states (Answer: d; page 227) [Factual] 48. Examine Map 9-2. What does the map indicate about travel for blacks in the South prior to the Civil War? (Answer, page 227) [Conceptual] 49? 50. Who was Mary Ann Shadd Cary? a. a woman who promoted racial integration and black migration to Canada b. a woman who helped bring down the underground railroad, through exposing members c. the wife of an important Congressman who helped fund the railroad d. a journalist, and former slave, who reported on the escapees (Answer: a; page 229) [Factual] [Renumber from here?]

Black Militancy 51. Why did some black abolitionists become increasingly militant during the 1840s? a. They were inspired by various slave rebellions and mutinies on ships. b. They were unable to organize in any way because of racism. c. They were extremely angry about whites continuing to subordinate women. d. Historians do not yet understand this phenomenon.

(Answer: a; pages 229-230) [Conceptual]

Frederick Douglass 52. Why did Frederick Douglass become disillusioned with the AASS? a. They refused to turn toward violence, which he began to advocate. b. They seemed to value him more for being a fugitive slave than for his oratory and intelligence. c. He was upset because the AASS refused to press for the abolition of slavery in foreign countries as well as the United States. d. He felt that the organization should turn toward the example of France and Spain in abolishing slavery.

(Answer: b; pages 231-232) [Conceptual] 53. What was the name of Frederick Douglass’s influential newspaper?

(Answer: the North Star; page 231) [Factual]

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54. How did Douglass differ from his colleagues who favored black nationalism? a. He did not differ. Douglass also supported black nationalism and migration to Africa. b. Only by degrees. Douglass approved of a separate black nation, but within America. c. Douglass believed that blacks would eventually blend into American society. d. None of these are correct.

(Answer: c; page 231) [Conceptual] 55. What do Frederick Douglass’s experiences tell us about interracial efforts at this time?

(Answer, pages 230-231) [Conceptual] 56. How did Douglass’s views differ from Garrison’s?

(Answer, page 231) [Conceptual]

Revival of Black Nationalism 57. What was the eventual effect of the black nationalistic efforts? a. They really had little effect, since the antislavery movement eventually achieved its goal. b. They were very influential, and a significant number of African Americans migrated. c. They rarely included the input of blacks, since whites controlled most of the organizations. d. Black nationalism led to an increase in urban riots by blacks during the 1840s.

(Answer: a; pages 231-232) [Conceptual]

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CHAPTER TEN: “AND BLACK PEOPLE WERE AT THE HEART OF IT” IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Wilmot Proviso “Forty-niners” Compromise of 1850 Fugitive Slave Law of 1850 habeas corpus The Rochester Convention "Know-Nothing Party" Uncle Tom’s Cabin Kansas-Nebraska Act popular sovereignty Border Ruffians Dred Scott v. Sanford Lincoln-Douglass Debates John Brown's Raid

OBJECTIVE/ANALYTICAL QUESTIONS The Lure of the West 1. What was the idea of free labor? a. an idea accepted by most northern whites, which emphasized the importance of free men and women working for a living b. the idea that all people should be free c. the idea of the South that all slaves were free, since their labor was free d. a racist doctrine adopted by whites, which stated that blacks’ labor should not be paid, since they were so inferior to whites (Answer: a; page 245) [Factual] 2. Why did most northern whites oppose the expansion of slavery into the territories? a. They felt that it would hurt them economically, since the slaveholders would have an unfair advantage by not having to pay for labor. b. They thought that all blacks should be socially equal to whites. c. They all objected to slavery as a moral evil. d. They felt that it was important for America to spread ideals of equality for all.

(Answer: a; page 245) [Factual] 3. If most northern whites were racist, why did many oppose slavery?

(Answer, page 245) [Conceptual] 4. What was the Wilmot Proviso? What were Wilmot’s motivations for proposing it?

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5. The Wilmot Proviso, if it had been passed, would have a. allowed slavery in any area of the United States. b. gained Canada from the British. c. prohibited slavery in any lands acquired from Mexico, to reserve them specifically for whites. d. made Mexicans and Native Americans slaves alongside blacks, in the territory acquired from Mexico.

(Answer: c; page 245) [Factual] 6. Which party formed in 1848 to prevent the expansion of slavery into the territories? a. the Liberty Party b. the Free-Soil Party c. the Republican Party d. the Democratic Party (Answer: b; page 245) [Factual] 7. What was discovered in California in 1848 that caused settlers to pour in from all over the country? a. cotton b. gold c. oil d. buffalo (Answer: b; page 245) [Factual] 8. Most of the Forty-Niners in California were a. African American b. male c. Immigrants from Asia d. Former prisoners, hoping for a chance to redeem their lives (Answer: b; page 245) [Factual] 9. Which of the following was not a component of the Compromise of 1850? a. admitting Utah as a free state b. a tougher fugitive slave act c. the elimination of the slave trade only in Washington, D.C. d. admitted California as a free state (Answer: a; page 246) [Factual] 10. Discuss the elements of the Compromise of 1850. Why were southerners unhappy with it?

(Answer, page 246) [Conceptual] 11. Examine Map 10-1. Where do you think the battlegrounds over slavery will be, leading up to the Civil War? Why? (Answer, page 247) [Conceptual] 12. Why was the Fugitive Slave Law of 1850 thought necessary by the South? What did it do?

(Answer, page 247) [Factual]

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13. How did the Fugitive Slave Law of 1850 strengthen previous laws? a. The law required only lawmakers to help capture suspected runaways. b. They law would punish (by fines or imprisonment) ordinary citizens who failed to help capture runaways. c. Southerners were personally responsible for recapturing their slaves. d. It actually weakened previous laws, due to abolitionist outcry.

(Answer: b; pages 247-248) [Factual] 14. How did some northern communities react to fugitive slave laws prior to 1850? a. They tried to comply with the laws entirely. b. They passed personal liberty laws, making it illegal for law enforcement officials to capture runaways. c. They declared the laws null and void. d. They decided to fire on Fort Sumter, and start the Civil War. (Answer: b; page 248) [Factual] 15. How did African-American antislavery advocates respond to the new Fugitive Slave Law? a. With outrage, they demanded that supporters disobey the law or resort to violence. b. They realized they had to accept the law or face additional violence. c. They immediately began a mass migration to Canada. d. None of these answers are correct.

(Answer: a; page 248) [Factual]

Fugitive Slaves 16. What effect did the new fugitive slave laws have on many whites in the North? a. Whites were overjoyed to have the blacks removed from their territory. b. Whites generally paid little attention to any issue involving blacks. c. They were horrified, as they personally witnessed scenes of slaves being recaptured. d. Whites in the North renounced racism and began to immediately work for black voting rights.

(Answer: c; page 249) [Factual] 17. How did William and Ellen Craft escape from slavery? a. Ellen passed for a sickly white man, accompanied by “his” slave, William. b. They killed their master and several people along the way. c. They escaped with the assistance of Harriet Tubman and the underground railroad. d. They took a boat from Charleston to Haiti.

(Answer: a; page 249) [Factual] 18. What eventually happened to the Crafts? a. Like all other slaves found under the Fugitive Slave Act, they were returned to their former owner and severely punished. b. They were killed as they tried to return to the South to retrieve their children. c. They escaped to England with the help of abolitionists in Boston. d. They fled to Cuba.

(Answer: c; page 251) [Factual]

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19. What does the story of Shadrach Minkins tell us about the Fugitive Slave Act? a. Abolitionists were prepared to break the laws to help slaves. b. Whites in the North were just as racist as whites in the South. c. Black churches were very important in helping slaves escape to freedom. d. Abolitionists would only go so far to help slaves, and sometimes let them be returned to slavery if they thought the story would generate more sympathy.

(Answer: a; page 251) [Conceptual] 20. How did the federal government react over the fugitive slave incident in Christiana, Pennsylvania in 1851? a. The president sent federal troops in to help free the slaves. b. The president attempted to prosecute those who had helped the slaves escape. c. The president ordered the arsenal destroyed, with the slaves inside it. d. The president ignored the incident, since the state militia had the matter well under control.

(Answer: b; page 251) [Factual] 21. Who was Thomas Sims and what does his story tell us about blacks in America at the time?

(Answer, page 252) [Factual] 22. What do the stories of the Crafts and Shadrach tell us about abolitionism and the Fugitive Slave Act? How was the story of Thomas Sims different? Why? (Answer, pages 249-252) [Conceptual] 23. What was not a the result of fugitive slave Anthony Burns’s case? a. Burns was recaptured by his master and returned to slavery. b. Many whites, even conservative ones, were very disturbed by the image of Burns being taken back into slavery. c. President Pierce called upon federal troops to ensure that Burns was returned to slavery. d. Burns was murdered by his southern master shortly after capture.

(Answer: d; page 253) [Factual] 24. What slave’s story was the basis for the Toni Morrison novel Beloved (and the movie by Oprah Winfrey of the same name)?

(Answer: Margaret Garner; page 253) [Factual] 25. What does the story of Margaret Garner tell us about fugitive slaves? a. The underground railroad worked very well. b. Some slaves were very brave, and would return many times to the South to help others escape. c. Some despised slavery so much that they were willing to kill their children rather than have them grow up as slaves. d. Black women continued to face sexual exploitation even outside of slavery.

(Answer: c; page 253) [Conceptual] 26. Discuss each of the fugitive slave cases. What are their main similarities or differences?

(Answer, pages 249-253) [Conceptual]

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The Rochester Convention, 1853 27. What was the outcome of the African-American Rochester Convention in 1853? a. African Americans were splintered over the fugitive slave acts, with the great majority simply wanting to remain silent until the matter blew over. b. African Americans showed courage in refusing to submit to the laws and in looking for improvements for the future. c. The convention, dominated by whites, pushed blacks into more menial jobs in New York. d. The convention pushed for immediate migration to Africa for all who were able.

(Answer: b; page 254) [Factual]

Nativism and the Know-Nothings 28. What is a “nativist” movement? a. another word for abolitionist b. the same thing as racism c. anti-immigrant sentiment d. another word for patriotism, believing in your native country (Answer: c; page 254) [Factual] 29. What inspired the growth of nativism in the North?

(Answer, page 254) [Conceptual] 30. Around what main principle did the Know-Nothing Party organize? a. to eliminate schools for blacks b. to protect “American” values from immigrants c. to upgrade white schools d. to eliminate slavery from America (Answer: b; page 254) [Factual] 31. Who wrote the anti-slavery novel entitled Uncle Tom’s Cabin? a. Frederick Douglass b. William Lloyd Garrison c. Harriet Beecher Stowe d. David Walker (Answer: c; page 254) [Factual] 32. Which of the following statements is true about the novel Uncle Tom’s Cabin? a. The book forced many northerners to understand the horrors of slavery. b. It inspired little reaction in the South, since no one heard about it there. c. The Uncle Tom character was a pawn and willing ally of whites against his fellow slaves. d. Harriet Beecher Stowe actually had no knowledge of slavery, and had based the story solely on her imagination.

(Answer: a; page 254) [Factual] 33. What was the effect of Uncle Tom’s Cabin in the South? In the North? What resources did Harriet Beecher Stowe use to write the book?

(Answer, pages 255) [Conceptual] 87 ..

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The Kansas-Nebraska Act 34. What was the Kansas-Nebraska Act? Why was it so important and how was the situation resolved? What does the conflict tell us about the issue of slavery at the time?

(Answer, pages 255-256) [Conceptual] 35. Regarding slavery, what was the significance of the Kansas-Nebraska Act? a. The Kansas-Nebraska Act had nothing to do with slavery. b. The Kansas-Nebraska Act outlawed slavery in all remaining American territory. c. It repealed the Missouri Compromise line, with the possibility that slavery would be allowed in areas it never had before. d. It abolished slavery in the border states.

(Answer: c; page 256) [Conceptual] 36. What was it that Stephen Douglas proposed to resolve the problem of whether Kansas should come in as a free or slave state?

(Answer: popular sovereignty; pages 255-256) [Factual] 37. How did “popular sovereignty” work in Kansas? a. Popular sovereignty worked – Kansas came in free. b. Kansas became “Bleeding Kansas,” where both pro- and antislavery forces engaged in acts of violence and terrorism. c. Popular sovereignty worked, although it took 50 years for Kansas to finally become a state. d. Popular sovereignty was not accepted by the people of Kansas. They wanted to have slavery, not freedom, for blacks.

(Answer: b; page 256) [Factual] 38. What was the name of the proslavery groups who were fighting for slavery in Kansas?

(Answer: Border Ruffians; page 256) [Factual] 39. Examine Map 10-2. How did the Kansas-Nebraska Act affect the Missouri Compromise?

(Answer, page 255) [Conceptual]

Preston Brooks Attacks Charles Sumner 40. Why did Preston Brooks attack Charles Sumner? a. Sumner had accused Brooks’s uncle of keeping a slave as his mistress and lover. b. Sumner had an affair with one of Brooks’s slaves. c. Sumner had physically attacked him earlier that year. d. The two men had been fighting since they were children about white men’s access to slave women.

(Answer: a; page 256) [Factual] 41. What does the Sumner-Brooks incident tell us about the United States in 1856? a. Violence would not go unpunished in Congress. b. The South was beginning to turn against slavery. c. The North valued the idea of free labor over the Fugitive Slave Act. d. Slavery was becoming such a divisive issue that members of Congress, where all issues should be debated peacefully, were engaging in physical violence.

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42. What was the result of Preston Brooks’s actions against Charles Sumner?

(Answer, page 256) [Conceptual]

The Dred Scott Decision 43. What was the main issue in the Dred Scott case? a. whether all slaves should be free or not b. whether a slave taken into free territory was free c. whether a slave woman could be legally raped by a white man d. whether the abolitionists could continue to use mass mailings as a major strategy (Answer: b; page 257) [Factual] 44. What did the Supreme Court decide in the Dred Scott v. Sanford case regarding Scott’s rights? a. Slaves taken into free territory automatically became free. b. Although blacks had some rights in America, given to them by the states, slaves did not have the right to begin a suit against a white man. c. Black people (not just slaves) had no rights in America and therefore could not even bring a lawsuit. d. Freeing slaves under any method was completely unconstitutional.

(Answer: c; page 257) [Factual] 45. Which of the following groups accepted the Supreme Court’s decision in the Dred Scott case? a. abolitionists b. most whites in the North, especially in Massachusetts c. white southerners d. most settlers in the far west, since it had nothing to do with them (Answer: c; page 258) [Factual] 46. What did the Supreme Court decide in the Dred Scott case? Why? What was the reaction to the case?

(Answer, pages 257-258) [Factual] 47. What was ironic about the racial attitudes in the North?

(Answer, page 258) [Conceptual]

The Lincoln-Douglas Debates 48. What were the main issues in the Lincoln-Douglas debates in 1858? a. the discovery of gold in California b. slavery and race c. secession of the South d. the expansion of the powers of the federal government (Answer: b; page 260) [Factual]

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49. Where did Stephen Douglas stand on the issue of slavery? a. He was for popular sovereignty, and thought masters should be able to bring their slaves anywhere. b. He thought that slavery should be abolished immediately. c. He thought that blacks and white should have equal political and social rights. d. He thought that all blacks should be shipped back to Africa as quickly as possible.

(Answer: a; page 260) [Factual] 50. What did Douglas try to accuse the Republicans of during the Lincoln-Douglas debates? a. of favoring black people over whites and of favoring racial equality b. of being racist c. of favoring the South over their home state of Illinois d. of not wanting to accept new territory into the United States (Answer: a; page 260) [Factual] 51. What were the main issues in the Lincoln-Douglas debates? Where did each man stand on slavery and blacks’ rights? What does this tell us about racial attitudes in the United States at the time?

(Answer, page 260) [Conceptual]

Abraham Lincoln and Black People 52. Which of the following best characterizes Lincoln’s ideas about race and slavery during the 1858 elections? a. He was for the immediate abolition of slavery everywhere. b. He thought that blacks and whites should have equal social and political rights. c. He was a racist, and although he opposed slavery, he was not for the social equality of blacks and whites. d. He was a racist and supported the institution of slavery at that time.

(Answer: c; page 260) [Conceptual] 53. Who was Martin Delaney and what can we tell about African Americans at the time from his story?

(Answer, page 259) [Conceptual]

John Brown and the Raid on Harpers Ferry 54. What did John Brown want to accomplish with his army during 1859? a. to keep the United States together during the Civil War b. to establish a separate, independent black nation within the United States c. to bring Texas into the union d. to invade the South and end slavery (Answer: d; page 260) [Factual] 55. Who supported John Brown’s efforts financially? a. Most white northerners donated some money. b. a few wealthy abolitionist and black leaders c. a few southerners who were sick of the troubles over slavery d. a large portion of the African American "Forty Niners" (Answer: b; page 261) [Factual]

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56. What was a result of John Brown’s raid? a. Many of the participants in the raid escaped to the North, where they received heroes' welcomes. b. The raid pushed the country toward civil war by intensifying feelings on both sides. c. John Brown, since he was killed before fighting began, was largely forgotten. d. Southerners began to accept the limitations of slavery.

(Answer: b; pages 252-253) [Conceptual] 57. How were the reactions of the North and the South to John Brown’s raid different? a. Neither side paid much attention to the attempt, since it was unsuccessful. b. The North saw Brown as a hero and mourned his death, while the South was swept up in paranoia and rage against what they saw as an act of terrorism. c. The South thought that the raid was a good test of their militia, since they put it down so quickly. d. The North thought that it was a good test of their militia, since Brown had been the commander and had made some gains into southern territory.

(Answer: b; page 254) [Conceptual] 58. Why was the Brown raid so important? What did Brown intend to do? What were the effects of his actions?

(Answer, pages 260-262) [Conceptual] 59. How do the reactions of the North and the South to the Brown raid describe the differences of the two sections in the years leading up to the Civil War? (Answer, page 262) [Conceptual]

The Election of Abraham Lincoln 60. What happened to the Democrats during the 1860 election? Why is that significant?

(Answer, page 262) [Conceptual] 61. What was the Republicans’ position on slavery during the 1860 election? a. The Republicans would oppose slavery everywhere. b. The Republicans were opposed to any expansion of slavery in the territories, but said they would not challenge it where it already existed. c. The Republicans would ignore the issue of slavery, since it was so troublesome. d. The Republicans would support the expansion of slavery anywhere.

(Answer: b; page 262) [Factual] 62. How did black people react to Abraham Lincoln as a presidential candidate? a. They reacted with nearly universal support, as they knew he was going to abolish slavery. b. Black people could not vote and therefore had no opinion about his candidacy. c. Elite blacks favored him, since he seemed very intellectual, while poor blacks opposed him. d. They reacted with either opposition or very reluctant support. They were dismayed by his racism and apparent support for slavery where it already existed.

(Answer: d; page 263) [Conceptual] 63. Examine Map 10-3. How does the map reflect the deep divisions within American society in 1860?

(Answer, page 263) [Conceptual] 91 ..

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64. What was the South’s reaction to Lincoln’s election? Why? (Answer, page 263) [Factual]

Disunion 65. Which was the first state to secede?

(Answer: South Carolina; page 263) [Factual] 66. What was Lincoln’s reaction to the secession of the Confederate States of America? a. He warned them that he would not permit them to leave. b. He accepted their leaving, but immediately decided to free the slaves in the remaining states. c. At first, startled by their suddenness, Lincoln did nothing. d. All of these are correct.

(Answer: a; pages 263-264) [Factual]

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CHAPTER ELEVEN: LIBERATION: AFRICAN AMERICANS AND THE CIVIL WAR IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this? “contraband” The Emancipation Proclamation The First South Carolina Volunteers 54th Massachusetts Regiment Battery Wagner Fort Pillow impressment

OBJECTIVE/ANALYTICAL QUESTIONS Lincoln’s Aims 1. What was Lincoln’s initial aim of the Civil War when it began in 1861? a. to free the slaves b. to preserve the Union, without regard to ending slavery c. to preserve the Union and to free the slaves d. Lincoln was completely surprised by the South’s secession, and had no initial aims (Answer: b; page 270) [Factual] 2. What was Lincoln’s aim during the early stages of the war? Why? (Answer, page 270) [Conceptual] 3. Which of the following slave states was never a member of the Confederacy? a. Virginia b. Delaware c. Tennessee d. North Carolina (Answer: b; page 270) [Factual] 4. What were some African Americans’ immediate responses to the war? Is this surprising?

(Answer, page 270) [Conceptual]

Black Men Volunteer and Are Rejected 5. How were black volunteers greeted by the United States government in 1861? a. The government, realizing it would need all available manpower, accepted them reluctantly. b. The government accepted the early volunteers, but only with great reluctance. c. The government immediately sent them into the South to serve as spies. d. The government refused to enlist them.

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Union Policies toward Confederate Slaves 6. What did the First Confiscation Act of 1861 do? a. It allowed the North to seize only those slaves who were used to benefit the Confederacy. b. It allowed the South to confiscate blacks in service to the Union. c. It allowed the North to confiscate all slaves in all areas of the Confederacy. d. It allowed both sides to confiscate land of their enemies.

(Answer: a; page 272) [Factual] 7. What Union commander began the policy of accepting runaway slaves as “contraband”?

(Answer: Gen. Benjamin Butler; pages 271-272) [Factual] 8. How did Gens. Fremont and Hunter interpret the First Confiscation Act? How did Lincoln? Why was there a difference?

(Answer, page 272) [Conceptual] 9. How did Lincoln react to the actions of Gens. John C. Fremont and David Hunter, who ordered all slaves in their areas freed under the First Confiscation Act? a. He generally ignored their actions. b. He immediately countermanded their orders, and told them to stick to the letter of the law. c. He immediately approved of their actions, sending them medals of valor and bravery for their support of the northern cause. d. He approved of their actions privately, but required them to return slaves to their masters.

(Answer: b; page 272) [Factual] 10. What did Abraham Lincoln initially think was the appropriate long-term solution to slavery? a. Lincoln thought that slaves should be freed immediately, without compensation. b. Lincoln thought no slaves should be freed, since that would damage property rights. c. Lincoln wanted to compensate masters for their slaves and then send the slaves out of the United States. d. Lincoln believed that slaves should be moved to the far west, so that they could be used in building railroads.

(Answer: c; page 272) [Factual] 11. How did blacks react to Lincoln’s plan to abolish slavery by compensating owners? a. They would have preferred immediate abolition, but thought his idea was a good compromise, since it would free the slaves. b. They approved of this idea, as it was what they had forced on him. c. They were never informed of the idea, and therefore had little reaction. d. They were vehemently against the idea, as it seemed to recognize slaves as property, rather than as human beings.

(Answer: d; page 272) [Factual] 12. Why did Lincoln decide to postpone his July 1862 decision to emancipate the slaves? a. He was considering changing his mind and allowing the South to keep their slaves. b. Members of his cabinet told him to wait for a Union victory, when the decision would not look desperate. c. His racist wife and cabinet were attempting to change his mind about emancipation. d. He wanted to wait until Great Britain entered the war on the side of the Union.

(Answer: b; page 273) [Factual]

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13. Where did Congress attempt to send African Americans during 1863 and 1864? a. California b. Dominican Republic c. Ile à Vache d. France (Answer: c; page 274) [Factual]

The Preliminary Emancipation Proclamation 14. What Union victory preceded Lincoln issuing the Preliminary Emancipation Proclamation?

(Answer: Antietam; page 274) [Factual] 15. How did Lincoln’s views toward emancipation change over time?

(Answer, pages 273-275) [Conceptual] 16. What is true about the Preliminary Emancipation Proclamation issued on September 22, 1862? a. It freed all the slaves in the United States. b. It freed no one during that year at all. c. It caused terror and fear of rebellion among white southerners. d. It freed some slaves in 1862, right after it was issued, and the rest in 1863.

(Answer: b; page 274) [Factual] 17. What was not a part of the terms of the Preliminary Emancipation Proclamation? a. It would free those slaves still in bondage in areas under rebellion on January 1, 1863. b. It gave the Confederacy until January 1, 1863 to come back into the Union. c. If the Confederacy returned to the Union by January 1, 1863, they could keep their slaves. d. It allowed slaves to leave the country to obtain freedom if they wished.

(Answer: d; page 274) [Factual] 18. Other than outright racism, why did many white working-class people oppose the Preliminary Emancipation Proclamation? a. They feared that it would lead to social and political rights. b. They feared that the freed slaves would rush into the North, and compete with them for jobs. c. All northerners actually approved of the Preliminary Emancipation Proclamation. d. They thought that it would make the southerners act more harshly toward their slaves.

(Answer: b; page 275) [Conceptual] 19. What problems did many white northerners have with the Preliminary Emancipation Proclamation?

(Answer, page 275) [Factual] 20. How did the Preliminary Emancipation Proclamation change the nature of the war?

(Answer, pages 274-275) [Conceptual]

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21. What political effect did the Preliminary Emancipation Proclamation have on Lincoln and his Republican party? a. The northern Democrats gained seats in Congress, as many voters expressed dissatisfaction with the policy and lack of progress in the war. b. The northern people solidly backed Lincoln. c. Many southerners also moved to the Republican camp to support Lincoln. d. It caused Lincoln to lose his race for the presidency.

(Answer: a; page 275) [Factual] 22. How did black reaction to Lincoln change over time?

(Answer, pages 272-276) [Conceptual]

The Emancipation Proclamation 23. What did the September 1862 Preliminary Emancipation Proclamation say? Why did Lincoln phrase it like that?

How did others react to it? What were the limits of the Emancipation Proclamation as finally signed?

(Answer, pages 275-277) [Factual] 24. Examine Map 11-1. In addition to the border states, what areas did the Emancipation Proclamation not affect? a. Texas b. The western part of Virginia c. Most of Georgia d. Most of Florida (Answer: b; page 277) [Conceptual] 25. How did Lincoln change the nature of the war with the Emancipation Proclamation? a. It became a war to free the slaves. The North gained the moral advantage. b. The South realized it was futile to continue, and surrendered. c. The North began to rebel against Lincoln as well. d. He really didn't change the war, since the Emancipation Proclamation had no real effect.

(Answer: a; page 275) [Conceptual] 26. What is not true about the effect of the Emancipation Proclamation on the South? a. It caused southerners in rebellious areas to free their slaves. b. It stopped chances for an alliance between the Confederacy and either Britain or France. c. More slaves began to run away, dramatically affecting the South’s war effort and morale. d. It weakened the South's ability to fight the war.

(Answer: a; page 276) [Factual]

Black Men Fight for the Union 27. Examine Map 11-2. The North won more major battles in the Civil War. Why did the war last as long as it did?

(Answer, page 278) [Conceptual] 28. Who is Elizabeth Keckley and what does her story tell us about blacks in America at the time?

(Answer, page 279) [Conceptual] 96 ..

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29. Why did the North decide to enlist black men to fight for the Union?

(Answer, page 277) [Factual] 30. Who commanded the Army of Northern Virginia, the main Confederate Army? a. Robert E. Lee b. Ulysses S. Grant c. Abraham Lincoln d. Jefferson Davis, before he accepted the presidency of the Confederacy (Answer: a; page 277) [Factual] 31. What can be said about the First South Carolina Volunteers? a. They were well paid for black troops, almost as well as the whites. b. They were generally all from the North. c. General Hunter sometimes used white troops to force blacks to volunteer. d. They fought bravely at the assault on Fort Wagner.

(Answer: c; page 278) [Factual] 32. What eventually happened to the First South Carolina Volunteers? a. They were mostly disbanded after Congress failed to appropriate money for them, and later regrouped and were inducted into the United States Army. b. They won the assault on Fort Wagner for the North. c. They were all killed in the Battle of Bull Run. d. They mutinied, protesting against poor treatment in the military.

(Answer: a; pages 278-280) [Factual] 33. What radical idea about blacks did Thomas Wentworth Higginson have as commander of the First South Carolina Volunteers? a. He wanted to destroy the black race by killing them. b. He thought that blacks should be sent to Africa, rather than stay in the United States. c. He not only wanted to abolish slavery, but to show that blacks and whites were equal. d. Higginson was very conservative, not radical, in his ideas about blacks.

(Answer: c; page 279) [Factual] 34. Where were many of the members of the Second South Carolina Volunteers from? a. New York b. Georgia and Florida c. Massachusetts d. South Carolina (Answer: b; page 280) [Factual] 35. What did James Montgomery see as his goal with the Second South Carolina Volunteers? a. Montgomery wanted to wipe out all evidence of slavery, especially the plantation houses. b. Montgomery wanted to prove the bravery and equality of blacks. c. Montgomery actually supported the South, and wanted to assist them, rather than the North. d. Montgomery thought he could prove that black soldiers were only capable of menial labor.

(Answer: a; page 280) [Factual]

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36. What types of ideas did the commanders of the First and Second South Carolina Volunteers hold about blacks and the South?

(Answer, pages 277-280) [Factual] 37. How was the 54th Massachusetts different from the South Carolina regiments? a. The 54th was commanded by a black man. b. The 54th was composed mainly of free blacks, rather than slaves. c. The 54th included only black men from Massachusetts. d. Because work for the 54th was so dangerous, they received more pay than the average white soldier.

(Answer: b; page 280) [Conceptual] 38. Which of the following statements is true about black military service during the Civil War? a. Occasionally, black men served in integrated units in the army. b. White officers were often ready to command black troops, since they received more pay. c. Black soldiers were paid less, since whites thought they would only be used for menial work. d. Blacks were only used as combat troops, since that was more dangerous.

(Answer: c; page 281) [Factual] 39. What types of discrimination did blacks have to face in the military? How were their conditions different from or similar to whites’ conditions?

(Answer, page 281) [Conceptual] 40. What did the men of the 54th Massachusetts do to protest race discrimination? a. They went on a hunger strike to protest unequal treatment. b. They had the first sit-in, at the White House, and were arrested and charged with treason. c. They said they would accept no pay unless it was equal to white men’s pay. d. The 54th Massachusetts men made no protest against race discrimination, as they were an all white regiment.

(Answer: c; page 281) [Factual] 41. How did the United States government resolve the issue of unequal pay for blacks? a. They never did. Blacks were never granted equal pay with whites. b. They granted equal pay toward the end of the war and allowed free blacks to receive back pay for service only before January 1, 1864. c. They granted blacks double the pay of whites if they served in actual combat. d. They court-martialed all the men protesting for insubordination and treason.

(Answer: b; page 281) [Factual] 42. How was the issue of less pay for black soldiers resolved? Why were ex-slaves treated differently?

(Answer, page 281) [Conceptual] 43. Which black unit was involved in the assault on Battery Wagner in July of 1863?

(Answer: The 54th Massachusetts; page 282) [Factual]

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44. What was the result of the assault on Battery Wagner in July of 1863? a. The black soldiers fought ran away when they heard the cannons and whites used this evidence against black soldiers in general.. b. William H. Carney, who fought in the battle, was the first black man to receive the Congressional Medal of Honor for his efforts. c. The Union won the battle. d. The assault ended before it began, as the Union forces discovered a spy in their midst.

(Answer: b; page 283) [Factual] 45. What was “the crater” in Petersburg, Virginia? a. A prison for black soldiers. b. A hiding place for slaves waiting for Union help. c. The largest man-made explosion up to that point, and an unsuccessful effort by the Union to win a battle over the Confederates. d. A huge impression made by a falling meteorite, seen by Confederate troops as an omen against the Union.

(Answer: c; page 283) [Factual]

The Confederate Reaction to Black Soldiers 46. How did southerners react to black troops fighting for the Union? a. They generally refused to recognize them as prisoners of war, and instead attempted to treat them like escaped slaves. b. They treated them as they did the other white Union prisoners, infuriating Lincoln, who wanted the prisoners kept separate. c. They attempted to persuade them to become slaves and fight for freedom with the South. d. They immediately hung every black soldier they caught.

(Answer: a; page 284) [Factual] 47. What was General Order 11? a. an order issued by Grant, freeing all slaves in South Carolina b. an order issued by Lincoln, freeing all slaves in the United States, and backing up the Emancipation Proclamation with threats of violence c. an order issued by Lincoln in response to the mistreatment of black soldiers—it threatened to execute southern prisoners d. an order issued by Lee, to kill all black prisoners of war held by the South (Answer: c; page 284) [Factual] 48. Who was the Confederate officer in charge of the Fort Pillow massacre?

(Answer: Nathan Bedford Forrest; page 285) [Factual] 49. What types of reactions did the South have to black soldiers fighting for the Union? Why? (Answer, pages 284-285) [Conceptual]

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Black Men in the Union Navy 50. What is true about black service in the Navy as opposed to black service in the Army? a. Blacks in the Navy rarely had to perform menial tasks, and they frequently received promotions to officer status. b. Blacks had a tradition of continuously serving in the Navy in substantial numbers. c. Blacks in the Army suffered from less discrimination than in the Navy. d. All of these are true.

(Answer: b; page 286) [Conceptual] 51. How did life for blacks in the Navy compare with life in the Army?

(Answer, page 286) [Conceptual]

Liberators, Spies, and Guides 52. What did Harriet Tubman and Mary Elizabeth Bowser have in common about their activities during the Civil War? a. Both black women led helpful spying efforts on the Confederacy for the Union. b. Both women were influential writers for the Union cause. c. Both black women actually supported the Confederacy, demonstrating that blacks held varying opinions during the Civil War. d. They were early women’s rights activists.

(Answer: a; pages 286-287) [Conceptual] 53. In addition to fighting, what other roles did blacks take on during the war? What does this tell us?

(Answer, pages 286-287) [Conceptual]

Violent Opposition to Black People 54. How did white northerners and troops treat blacks?

(Answer, page 287) [Factual] 55. What happened during the New York City Draft Riot of 1863? a. New Yorkers, angry about the mistreatment of slaves, massed to join the army. b. Working-class Irishmen, angry over suspected black attempts to take jobs, engaged in violence and destruction for four days, lynching blacks and burning black-affiliated businesses. c. After police beat and arrested several prominent blacks, the black community responded with violence. d. Southerners infiltrated New York, and began the draft riot to confuse northern troops.

(Answer: b; page 287) [Factual] 56. Which of the following is true about Union treatment of southern blacks during the war? a. Union soldiers were always more humane than southern soldiers toward blacks. b. Union soldiers refused to accept blacks into their care. c. They circulated rumors of black threats of violence, justifying placing them under arrest. d. Like urban whites, they also engaged in acts of enormous brutality, including rape and murder.

(Answer: d; pages 287-288) [Factual]

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Black People and the Confederacy 57. What is true about the North’s population advantage? a. The North didn’t actually have an advantage with the slaves added into the South’s population. b. The North had more than double the South’s population. c. The North had more people, but since many of them were blacks, they couldn’t vote. d. The North had far fewer people than the South.

(Answer: b; page 289) [Factual] 58. How did the South think it would overcome its population disadvantage during the war?

(Answer, page 288) [Factual] 59. Many wealthy slave owners refused to give their slaves to the Confederacy for labor. What other advantages did these wealthy men see during the Civil War? a. Slaveholders with more than 20 slaves were exempt from military service. b. They were generally sent out of the country, at government expense, to free them from danger. c. They did not have to pay taxes or support the Confederacy in any way. d. Slaveholders were actually held to the exact same standards as others.

(Answer: a; page 290) [Conceptual] 60. What attitudes about slavery did the Confederacy exhibit regarding the work of slaves and the slaveholders?

(Answer, pages 289-290) [Conceptual] 61. What was Jefferson Davis’s response to Lincoln’s Emancipation Proclamation? a. He surrendered the Confederate Army immediately. b. He declared that all free blacks would be enslaved, and he ordered the Confederate Army to capture and enslave all free blacks in the North. c. He went on a rampage, killing all of his slaves personally, so they would never know freedom. d. He completely ignored it as ineffective.

(Answer: b; page 290) [Factual] 62. Why did some blacks fight voluntarily for the Confederacy? What roles did they play?

(Answer, pages 290-291) [Conceptual] 63. Who is John Wilson Buckner and what does his story tell us about blacks fighting for the Confederacy?

(Answer, page 291) [Conceptual] 64. What event was not one of the considerations that prompted Confederate leaders to entertain the possibility of having black men help them militarily? a. the impossibility of gaining British aid or recognition b. effective Union military efforts, especially the naval blockade c. terrible losses of manpower at several battles d. several main Confederate leaders were beginning to believe that blacks could be equal to whites socially, and on the battlefield (Answer: d; page 290) [Factual]

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65. What policy did General Patrick Cleburne recommend? a. putting all slaves in prison until after the war b. freeing slaves for their military service, if they were loyal to the Confederacy c. surrendering to the North in exchange for keeping their slaves d. the wholesale slaughter of black soldiers and runaway slaves (Answer: b; pages 292-293) [Factual] 66. What policy did General Patrick Cleburne recommend regarding blacks in the Confederacy? Why was this recommendation ironic? What was the outcome of his recommendation? What does this tell you about the South at that time?

(Answer, pages 292-293) [Conceptual] 67. What did Robert E. Lee think about enlisting blacks in the military? a. He thought that it was a very poor idea, since no slave would support the Confederacy. b. He refused to hear any arguments about it. c. He favored it, since as slaves they were accustomed to obedience and discipline. d. No southerner ever thought about enlisting blacks in the military.

(Answer: c; page 293) [Factual] 68. What policy regarding the service of blacks for the Confederacy was eventually agreed upon in March of 1865? a. Blacks would be enlisted, would receive the same pay as whites, but would only be freed if their owner and the state consented. b. Blacks would never serve the Confederacy. c. Only blacks who had been free in the South for more than 10 years could serve. d. Any black who wanted to fight would be allowed to.

(Answer: a; page 293) [Factual]

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CHAPTER TWELVE: THE MEANING OF FREEDOM: THE PROMISE OF RECONSTRUCTION IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Special Field Order # 15 "Port Royal Experiment" Freedmen’s Bureau Southern Homestead Act sharecropping American Missionary Association Syracuse Convention Thirteenth Amendment Black Codes Radical Republicans Charles Sumner The Civil Rights Act of 1866 Fourteenth Amendment Reconstruction Reconstruction Acts Union Leagues

OBJECTIVE/ANALYTICAL QUESTIONS The End of Slavery 1. How did some former masters react to the emancipation of their slaves? a. Some were tremendously hurt and surprised when their slaves chose to run away or leave after freedom. b. Many were hopeful for their slaves’ chances in freedom. c. Some whites reacted with violence against slaves. d. Most masters fled the country after the end of the war, so they were not present for emancipation.

(Answer: a; pages 300-301) [Factual] 2. How did slaves’ reactions to freedom differ? Does this surprise you?

(Answer, pages 300-301) [Conceptual] 3. What was the first concern of many African Americans once they achieved freedom? a. forming churches b. retaliating against former masters c. reuniting with lost family members d. moving to the northern cities (Answer: c; page 301) [Factual] 4. How did the newly freed slaves go about finding lost family members?

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Land 5. Why did many African Americans place such an importance on having land?

(Answer, pages 301-302) [Conceptual] 6. What was Special Field Order #15 and how was it limited?

(Answer, page 302) [Factual] 7. Which of the following is not true of Special Field Order #15? a. It set aside some land between Charleston and Jacksonville for former slave use. b. Sherman allowed some of the slaves to use army mules. c. Relative to the freed population of slaves, it affected a very large number of people. d. The order forced former slaves to work in repairing the wartime damages to Southern cities.

(Answer: c; page 302) [Factual] 8. Which of the following is true about the Port Royal Experiment? a. Ex-slaves began to work the land around Port Royal, South Carolina, and some were able to purchase property. b. It was a Southern experiment to re-institute slavery. The experiment failed when Lincoln discovered it. c. It was an attempt to force slaves into industrial labor in the North. d. Blacks there were immediately forced on ships to go to Africa.

(Answer: a; page 302) [Factual] 9. What was the early federal land policy toward blacks during the war? In what ways did the federal government attempt to give land to blacks?

(Answer, pages 301-302) [Factual]

The Freedmen’s Bureau 10. What was the main purpose of the Freedmen’s Bureau? a. to free the slaves in the South b. to help blacks find jobs in the North c. to help assist the newly freed slaves in their transition to freedom d. to press for civil and political rights for blacks (Answer: c; page 301) [Factual] 11. What was not a limitation of the Freedmen’s Bureau? a. Congress failed to appropriate enough money to it. b. There were never enough personnel involved and staff members frequently held racist views of blacks. c. The Freedmen’s Bureau was given huge responsibilities, including education, mediating labor contracts, obtaining land, and settling criminal disputes. d. The Freedman's Bureau was not supported by any whites in the North.

(Answer: d; pages 302-303) [Conceptual] 12. What responsibilities and problems were faced by the Freedmen’s Bureau? Why? (Answer, pages 302-303) [Conceptual]

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13. What happened to Circular 13 and Special Field Order # 15? a. They were both revoked. Land that had been given to blacks was returned to white owners. b. They both served as models for black freedom for the rest of the country. c. They were generally ignored, as northern whites were just as racist as Southerners. d. They continued as they had during the war, but had little effect, since they were of such small scale.

(Answer: a; page 303) [Factual] 14. Who became president after Abraham Lincoln was assassinated? a. Lyndon Johnson b. Andrew Johnson c. John Danielson d. William Sherman (Answer: b; page 303) [Factual] 15. Why did the Freedmen’s Bureau try to get blacks to sign labor contracts with white landowners? a. They thought that action was in the best interests of blacks. b. They were pressing for economic stability in the area, which needed labor to produce crops. c. They hoped to break the spirit of the South, by showing how blacks could become economically independent. d. The Freedmen’s Bureau had absolutely no role in helping blacks with labor contracts.

(Answer: b; page 304) [Factual] 16. What was the problem with the labor contracts for many blacks? a. There were few problems, because of the beneficial attitudes of many Freedmen’s Bureau workers. b. They were rarely done voluntarily, or on an equal basis. Blacks ended up at about the same station as during slavery. c. Blacks refused to sign them, thinking that whites were trying to trick them into slavery again. d. The labor contracts were not the main problem. White landowners simply refused to obey their terms.

(Answer: b; page 304) [Factual] 17. What was not a common feature of many sharecropping agreements? a. Most of the time, landowners accepted a share of the crop for rent. b. Sharecropping agreements spelled out blacks rights to vote and certain constitutional rights. c. Landowners sometimes made requirements about what crops could be planted and raised. d. Laborers could not quit or strike.

(Answer: b; page 304) [Factual] 18. What were some characteristics of sharecropping agreements? Why were they set up like this?

(Answer, page 304) [Conceptual] 19. Examine Map 12-1. How did sharecropping affect the distribution of population after freedom?

(Answer, page 305) [Conceptual]

The Black Church 20. The ________________ became the most important institution to blacks after Reconstruction.

(Answer: church; page 304) [Factual]

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21. What purpose did churches not serve for African Americans? a. It allowed them separate, private spaces away from whites. b. It filled spiritual needs in difficult times, and allowed for the development of black music. c. Because it was a very wealthy institution, it often provided loans to its members, helping them through difficult times. d. It provided an area for black leadership to develop, and for the development of black culture and ideas.

(Answer: c; pages 304-306) [Factual] 22. How and why did the church become such an important institution for blacks?

(Answer, pages 304-306) [Conceptual] 23. What characteristics did some black and white ministers preach against in their sermons to the newly freed slaves? a. lack of wealth, and lack of a desire to work hard b. blacks’ refusal to stand up for their political rights c. the increasing level of violence among many former slaves d. lack of morals, drinking, and gambling (Answer: d; page 306) [Factual] 24. Which denomination was especially fast growing in the South after Reconstruction? a. Catholic b. African Methodist Episcopal c. Episcopalian d. Methodist (Answer: b; page 306) [Factual] 25. What would be an accurate description of black Presbyterian, Congregational, and Episcopal churches? a. They were formed only recently after the Civil War by freed blacks. b. They were more rowdy and vocal than the slave religious ceremonies had been. c. Their membership included generally the more prosperous, and lighter skinned, blacks in society. d. They died out after the Civil War. (Answer: c; page 306) [Factual] 26. How did church services differ by class and skin color for African Americans? Why? (Answer, page 306) [Conceptual]

Education 27. Which of the following statements is true about the importance of education to blacks after Reconstruction? a. They didn’t really consider it very important, since many realized they would only be able to get work as field hands. b. They saw education and freedom as closely linked, and often went to great lengths to form schools and attend them. c. They thought it was important, but felt as though they had to accomplish other things before whites would allow them an education. d. Blacks already had access to an education in the United States. Their school attendance and attitudes did not change after Reconstruction.

(Answer: b; pages 306-307) [Factual]

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28. Blacks thought education was very important. Why? What does this tell us about the meaning of freedom for them?

(Answer, page 307) [Conceptual] 29. What was not true about northern teachers, black or white, who came to the South to teach? a. They rarely felt any connection to their students, often simply coming South for the paycheck. b. They occasionally got frustrated with their students’ lack of knowledge. c. Some emphasized teaching cleanliness and manners over detailed academic subjects. d. They were often from slave backgrounds themselves.

(Answer: a; pages 307-308) [Factual] 30. What were some of the limitations of black teachers in the South? a. They were often former house slaves, and had no knowledge about the lives of agricultural workers. b. They were often poorly educated themselves. c. They were highly educated, and frequently became very frustrated with their students. d. They had some education, but were generally forced into teaching, and therefore put little effort into it.

(Answer: b; pages 307-308) [Factual] 31. What do Fisk, Hampton, Tougaloo, and Avery Colleges have in common? a. They all began as all-white colleges, and changed to black institutions after the war. b. They had nothing in common. Each was founded at different times, by different people, for different reasons. c. They only taught literature and writing to blacks. d. They were black schools established by religious organizations, along with the Freedmen’s Bureau, after the Civil War. (Answer: d; page 308) [Factual] 32. Which of the following was a black college established after the Civil War? a. Morehouse b. Hampton c. Cheyney University d. Wilberforce University (Answer: a; page 308) [Factual] 33. Which of the following was not a way whites reacted to blacks attempting to establish schools in the South? a. Sometimes with violence, including killing teachers. b. Sometimes by burning school buildings. c. With verbal opposition, stating that blacks simply could not learn. d. By establishing integrated schools with very limited financial support.

(Answer: d; pages 308-309) [Factual] 34. Which of the following is true about racially integrated schools in the South in the decades following Reconstruction? a. Because of limitations to funding, the first schools after Reconstruction were generally integrated, although students attended separate classrooms by race. b. No integrated schools were established immediately after Reconstruction. c. Racially integrated schools faced very high levels of violence from whites. d. Only Upper South states had racially integrated schools.

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35. What was the role of many black colleges? Why? (Answer, page 308) [Conceptual] 36. How did white northern teachers react to their new black students?

(Answer, page 307) [Factual] 37. Who is Charlotte E. Ray, and what can we tell about African Americans from her life?

(Answer, page 309) [Conceptual]

Violence 38. Why was there so much violence in the South after Reconstruction? a. Blacks became increasingly frustrated with a lack of political rights, and frequently resorted to violence. b. Blacks were forced to retaliate against initial white violence. c. White Southerners were frustrated by their loss during the Civil War, and resented blacks acquiring freedom and status. d. Confederates never officially disbanded their army, so Southerners continued to fight against the North.

(Answer: c; page 309) [Conceptual] 39. What form did the violence in the South take? a. only against individuals, when whites saw blacks “stepping out of line” b. generally, only with mobs of whites lynching black men c. generally, with significant provocation from the black victim before murders took place d. violence was widespread, and took any form and any level of brutality (Answer: d; pages 309-310) [Factual]

The Crusade for Political and Civil Rights 40. Which black man was selected from South Carolina to participate in the 1864 Republican National Convention? a. Frederick Douglass b. Earl Little c. Robert Smalls d. Booker T. Washington (Answer: c; pages 310-311) [Factual] 41. How was Lincoln changing his opinion of blacks shortly before he was assassinated? a. He suggested that perhaps some blacks who were educated or veterans should be able to vote. b. He thought that not only should all blacks be free, but also that they should enjoy the same political and social rights as whites. c. He thought that the federal government should give each freed black “forty acres and a mule.” d. He was really not changing his mind at all. He was always more concerned with the Southern states than the black people in them.

(Answer: a; page 311) [Conceptual] 42. What plan did Abraham Lincoln propose regarding black voting before his death?

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Presidential Reconstruction under Andrew Johnson 43. How did things seem to be looking up for blacks in 1864?

(Answer, page 311) [Conceptual] 44. How did Andrew Johnson’s becoming president affect blacks? a. It didn’t affect them. Johnson followed all of Lincoln’s plans and initiated none of his own. b. Johnson felt that blacks should not vote or have a role in government, and were vastly inferior to whites. He destroyed many of their hopes. c. Johnson felt that blacks were the social and political equals of whites, and that they should be given the same rights as whites. d. Johnson was president only for a few months, and therefore had little effect .

(Answer: b; page 311) [Conceptual] 45. How did Johnson treat the former Confederates? a. He treated them with extreme leniency. Even many of the high leaders were granted pardons under Johnson. b. He treated them very harshly. He hated them for looking down on him when he lived in Tennessee. c. He basically ignored them, and hoped that blacks would gain political power in the South. d. Johnson refused to pardon them, but would allow them to vote if they swore allegiance to the United States.

(Answer: a; pages 311-312) [Factual] 46. What were the terms of Johnson’s reconstruction plan? a. Johnson never came up with his own reconstruction plan. He simply accepted the one offered by Congress. b. The Confederate states had to formally accept the Thirteenth Amendment, and repudiate Confederate war debts. c. Johnson hoped to achieve civil and political rights for blacks. d. Johnson wanted the South to pay reparations to the North, and to pay each slave for their lifetimes of labor.

(Answer: b; pages 311-312) [Factual] 47. Who is Aaron A. Bradley, and what can we tell about African Americans from his life?

(Answer, page 313) [Conceptual]

Black Codes 48. Which of the following was not a part of the “black codes”? a. They granted blacks the right to purchase property, sue or be sued, and testify in court. b. They allowed blacks the right to serve on juries. c. They restricted black occupations and labor with employment contracts, corporal punishment, and high occupation fees. d. They denied blacks the right to vote.

(Answer: b; page 312) [Factual] 49. Why were the black codes passed? What rights or limitations did they grant?

(Answer, page 312) [Factual]

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Black Conventions 50. How did blacks react to the black codes? What does this tell us?

(Answer, page 312) [Conceptual] 51. Why did many blacks meet in conventions in 1865 and 1866 across the South? a. to elect black leaders and black political candidates b. to protest the black codes, and respectfully ask that whites live up to the ideals of America c. Blacks were never allowed to meet in large groups anywhere in the South at that time. d. to organize trips to Africa to escape the harsh situation in America (Answer: b; page 312) [Factual] 52. What types of arguments did blacks not use at conventions to try to persuade whites to give them more rights? a. They reminded whites that blacks loved America, and were patriotic. b. They asked for a justice that was blind to color. c. They asked that whites live by the terms of the Declaration of Independence. d. They said they would be content with being subservient, but wanted freedom.

(Answer: d; page 312) [Factual]

The Radical Republicans 53. Who were the “Radical Republicans”? What made them different from most white people?

(Answer, page 314) [Conceptual] 54. Why did many oppose the land bill Thaddeus Stevens introduced in Congress in late 1865? a. They felt that it was too mild a punishment for Confederate officers. b. They felt that property rights of Southerners were more important than granting land to blacks. c. They felt that taking away land already owned by blacks was unfair. d. They didn’t want land taken away from their states, which would make them unpopular politically.

(Answer: b; page 314) [Factual] 55. What did the Joint Committee on Reconstruction find? a. Blacks were grossly inferior to whites, and should have been left in slavery. b. Southern states were carrying out reconstruction goals to the best of their ability. c. Blacks were being treated very poorly, and Southern whites didn’t seem to realize they had lost the war. d. Blacks were being treated poorly, but with additional education they should be able to gain political rights for themselves.

(Answer: c; pages 314-315) [Factual] 56. What types of things did the Radical Republicans want during Reconstruction? How did the Democrats and other Republicans react to these demands?

(Answer, pages 314-315) [Factual]

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57. What was true about the provisions of the Civil Rights Act of 1866? a. It was intended to make black codes illegal. b. It would have made all minorities and racial groups, if they had been born in America, citizens of the United States. c. It applied to women as well as men, and would have granted universal voting rights to all over the age of 18. d. It was a very weak law, and would have had no effect on blacks in reality.

(Answer: a; page 315) [Factual] 58. Discuss the origins and passage of the Freedmen’s Bureau Bill and the Civil Rights Bill of 1866. What do they show about Johnson?

(Answer, page 315) [Conceptual] 59. What did the Radical Republicans not do to Andrew Johnson in response to his vetoes of Senator Lyman Trumbull’s bills? a. impeach him b. remove him from office—removal only failed by one vote c. override his vetoes d. Radical Republicans lacked political power since racism was so entrenched; they were unable to do anything about Johnson’s vetoes (Answer: b; page 315) [Factual]

The Fourteenth Amendment 60. What did the Fourteenth Amendment not do? a. It made all people born in the United States citizens. b. It unpardoned many of the people Johnson had pardoned. c. It made the black codes unconstitutional. d. It explicitly gave black men the right to vote.

(Answer: d; page 315) [Factual] 61. What did the Fourteenth Amendment do? How did this change the Constitution, at least in theory? Who opposed it and why?

(Answer, page 315) [Conceptual] 62. How did women’s suffragists feel about the Fourteenth Amendment? a. They enthusiastically supported the Fourteenth Amendment, since it offered gains for women. b. Since women couldn’t vote, they had no opinion on the Fourteenth Amendment. c. They felt betrayed and angry, since the Fourteenth Amendment included only men. d. They felt that working for black men should be their first priority, and they gladly accepted the terms of the Fourteenth Amendment.

(Answer: c; page 316) [Conceptual] 63. Why did Andrew Johnson veto the Freedmen’s Bureau Bill? a. He did not think that it went far enough in granting rights to blacks. b. He felt it would increase the federal bureaucracy too much. c. He hoped to gain control of the agency for himself, rather than leave it in the hands of Congress. d. He wanted blacks to focus on access to land and jobs, not the vote.

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64. What policy did President Johnson follow with respect to blacks during Reconstruction?

(Answer, pages 311, 315) [Factual]

Radical Reconstruction 65. What was the significance of the Election of 1866? a. Republicans gained two-thirds majorities in both the House and Senate. They could, therefore, override any presidential veto. b. Republicans gained simple majorities in both the House and Senate. They could, therefore, override any presidential veto. c. Democrats gained strength, since Americans saw the impeachment attempt of the president as a political sham. d. A new, independent party, the National Democrats, gained significant amounts of power through the black vote.

(Answer: a; page 316) [Conceptual] 66. What effect did the First Reconstruction Act have on black political power? a. It stated that all adult males could vote (with a few exceptions) and was the culmination of what blacks had been working for. b. No effect whatsoever. It was a weak, ineffective piece of legislation. c. It took the vote away from many blacks, since it required literacy in order to vote. d. It allowed all blacks to vote, giving them tremendous power in both houses of Congress.

(Answer: a; page 316) [Conceptual] 67. Examine Map 12-2. How were African Americans able to get large percentages of representatives in South Carolina, Florida, and Louisiana?

(Answer, page 316) [Conceptual] 68. What was the purpose of the Union Leagues in the South? a. They were racist white organizations designed to stop blacks from gaining rights. b. They were interracial organizations working for racial harmony. c. They were social and sometimes political organizations, in which blacks often played a prominent role. d. They were business organizations for blacks.

(Answer: c; pages 316-317) [Factual] 69. Some feel that blacks became apathetic and content after receiving the right to vote. What evidence do we have that this statement is not true? a. Blacks initiated sit-ins, labor strikes, and other unrest to protest unfair conditions. b. Black intellectuals began writing on the subject of racial harmony and peace. c. Black folk tales and other cultural developments began to grow stronger. d. None—Most historians think this is what happened to blacks after the Fifteenth Amendment passed, and why it took so long for blacks to gain their rights.

(Answer: a; page 317) [Conceptual] 70. How was Radical Reconstruction different from Johnson’s plan?

(Answer, pages 311-312; 314-315) [Conceptual]

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The Reaction of White Southerners 71. How did white Southerners react to Radical Reconstruction?

(Answer, page 317) [Conceptual]

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CHAPTER THIRTEEN: THE MEANING OF FREEDOM: THE FAILURE OF RECONSTRUCTION IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this? scalawags carpetbaggers Ku Klux Klan Fifteenth Amendment The Enforcement Acts writ of habeas corpus Freedmen’s Savings Bank Civil Rights Act of 1875 “redemption” Colfax Massacre “shotgun policy” Hamburg Massacre The Compromise of 1877

OBJECTIVE/ANALYTICAL QUESTIONS Constitutional Conventions 1. What was the first opportunity for many black men to participate in politics in the South? a. black men had no opportunity to participate in politics in the South b. constitutional conventions during Reconstruction c. the presidential election of 1872 d. elections for the state senate seats, in which many blacks also ran for office (Answer: b; page 326) [Factual] 2. How did the Republicans dominate southern constitutional conventions during Reconstruction?

(Answer, page 326) [Conceptual] 3. What were the three main elements of the Republican Party?

(Answer, page 364) [Factual] 4. Why were many of the delegates to the constitutional conventions in 1867 and 1868 Republicans? a. The Republican Party was well liked and accepted among southerners. b. White Democrats boycotted the elections to protest Congress’s Reconstruction plan and the effort to give blacks the vote. c. The Republicans bribed blacks to support them, thereby gaining the upper hand at the conventions. d. President Johnson issued an executive order stating that Republicans had to be a certain percentage of the delegates.

(Answer: b; page 326) [Conceptual]

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5. Who were the carpetbaggers and the scalawags? a. Carpetbaggers were Republicans from the North; scalawags were white southerners who supported the Republicans. b. Scalawags were Republicans from the North; carpetbaggers were white southerners who supported the Republicans. c. Carpetbaggers were black Democrats from the South; scalawags were white northerners who supported the Republicans. d. Carpetbaggers were Democrats from the North; scalawags were black southerners who supported the Republicans.

(Answer: a; page 326) [Factual] 6. Approximately what percentage of the delegates to the constitutional conventions were black? a. 5% b. 1% c. 25% d. 40% (Answer: c; page 326) [Factual] 7. What is true about the constitutions developed by the Republican-dominated conventions? a. They allowed all blacks to vote. b. They did not disfranchise huge numbers of former Confederates. c. They generally provided few guarantees to blacks. d. None of these are true.

(Answer: b; page 327) [Factual] 8. What types of provisions did the new southern constitutions hold?

(Answer, page 327) [Factual] 9. Which former Confederate state had the most blacks holding office during Reconstruction? a. South Carolina b. Alabama c. Virginia d. Texas (Answer: a; page 328) [Factual] 10. Which former Confederate state had the least number of blacks holding office during Reconstruction? a. Texas b. South Carolina c. Tennessee d. Delaware (Answer: c; page 328) [Factual] 11. The number of blacks elected to office in the former Confederate states during Reconstruction generally depended on _____________________.

(Answer: that states’ population of blacks; page 327) [Factual]

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12. What was the highest state office to which a black man was elected in the South during Reconstruction? a. Governor b. State senator c. Lieutenant Governor d. Blacks were not elected to any state offices.

(Answer: c; page 327) [Factual] 13. Which of the following statements is not true about black officeholders during Reconstruction? a. They were always well-qualified for their office. b. Only a small minority had attended college. c. Some had been free before the war; some had been slaves. d. Farmers and workers were well represented.

(Answer: a; page 328) [Factual] 14. What types of political offices did blacks run for and hold during Reconstruction?

(Answer, page 326) [Factual]

The Issues 15. Which was not a problem faced by Republicans in establishing schools during Reconstruction? a. White parents often refused to have their children go to integrated schools. b. Many states in the South had little money to give. c. Some parents opposed compulsory education laws. d. Northerners proved very willing to allocate generous funding to black schools if the south did not.

(Answer: d; page 329) [Factual] 16. ______________ College was the first historically black state university, founded in 1872.

(Answer: Alcorn A&M; page 329) [Factual] 17. What happened to the University of South Carolina when black leaders insisted it include black students? a. White students accepted the blacks, and helped them adjust to college life. b. Most of the white students and faculty left. c. Whites discriminated against the black students, making life very difficult for them. d. The governor of South Carolina shut the school down.

(Answer: b; page 329) [Factual] 18. How did black leaders feel about segregation in American society? a. They thought that it was merely a passing phase. b. They thought that it was acceptable, as long as they made other political gains. c. They found it unacceptable, and fought it through lawsuits and protests. d. They ignored segregation entirely, and went about their lives as before the war.

(Answer: c; page 329) [Conceptual]

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Economic Issues 19. Some black legislators tried to regulate wages for blacks. What effect did this have? a. an enormous effect; blacks were able to make enough money to survive for a short time b. no effect at all, generally, since Democrats were able to get the laws repealed very quickly c. wage regulation at this time was the beginning of the minimum wage laws we have now d. very little, since most Republicans did not believe that the state had the right to regulate wages or prices (Answer: d; page 330) [Conceptual] 20. What was the purpose of “stay laws”? a. They attempted to force blacks to stay in one place, rather than migrate elsewhere. b. They tried to assist blacks by prohibiting state authorities from taking property. c. They had the effect of reducing blacks’ political power in the state of Tennessee. d. All of these answers are correct.

(Answer: b; page 331) [Conceptual] 21. Who are Mifflin W. Gibbs and Jonathan C. Gibbs? What do their stories tell us about African Americans during this time period?

(Answer, page 330) [Conceptual] 22. How did some black legislators try to gain land for blacks? a. by forcing large property holders to give land to the state, so that blacks could have it b. by making taxes on large landowners so high that they would have to sell their land c. black legislators never felt they had enough power to even think about giving blacks land d. some black legislators advocated violence as a way to gain land during Reconstruction (Answer: b; page 331) [Factual] 23. What industry or business was a main source of interest in the South during Reconstruction? a. the railroads b. the new chemical industry c. furniture and construction companies d. the tobacco industry (Answer: a; page 331) [Factual]

Black Politicians: An Evaluation 24. Why were black political leaders not more successful in their goals? a. They were unskilled in politics. b. They were generally uneducated, lower-class men. c. They faced overwhelming opposition, not only from Democrats, but also from white Republicans on a number of issues. d. They refused completely avoided issues that were important to their constituents.

(Answer: c; page 331) [Conceptual]

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25. How did class and social status divide blacks during Reconstruction? a. Leaders who had been slaves were often worried about land and labor issues. b. Leaders who had been free were often worried about civil rights issues. c. Leaders who had been slaves were often worried about land and labor issues, and leaders who had been free were often worried about civil rights issues. d. This is a myth: leaders were completely united about how to deal with education during Reconstruction.

(Answer: c; page 331) [Conceptual] 26. What types of issues did black Republicans generally promote? How were black Republicans received within the Republican Party?

(Answer, pages 329-331) [Factual] 27. What types of gains did blacks make in civil rights during Reconstruction?

(Answer, pages 329-330) [Conceptual] 28. Who are Frances and Katherine Rollin and what do their lives tell us about African Americans at that time?

(Answer, page 333) [Conceptual]

Republican Factionalism 29. Why were elected offices in the South so bitterly contested by so many people? a. Many were interested in the modest, steady salary politicians obtained. b. Elected officials in the South wielded huge amounts of power. c. Elected officials always rose up in the ranks to higher offices and higher pay. d. At that time, elected officials were provided with a residence and numerous other benefits.

(Answer: a; page 332) [Factual] 30. Why were political offices so hotly contested during Reconstruction? What does this tell us about the South at that time?

(Answer, page 332) [Conceptual]

Opposition 31. What did southerners mean when they said they wanted to “redeem” their states? a. They wanted to be in power, and have the Republicans be a minority group. b. They wanted to remove all blacks to Africa. c. They wanted to restore religious feeling and true Christianity to their state. d. They wanted to not only remove blacks and Republicans from political office, but from being able to wield any political power or hold any office.

(Answer: d; page 332) [Factual]

The Ku Klux Klan 32. Where was the KKK founded?

(Answer: Pulaski, Tennessee; page 332) [Factual]

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33. From where did the KKK come (socially and geographically)?

(Answer, page 332) [Conceptual] 34. Where was the Klan most powerful in the South? a. where blacks were a huge majority of the population b. where blacks were a large minority of the population c. where blacks were a small minority of the population d. the KKK was very powerful in all areas of the South (Answer: b; page 332, 334) [Factual] 35. Which of the following statements is not true about the actions of the KKK? a. It was generally only popular among the poor whites who resented both elite whites and blacks. b. It frequently helped to eliminate Republican leadership. c. They conducted campaigns of violence, murder, and terrorism against blacks. d. Other organizations with different names had similar goals and tactics in the South.

(Answer: a; page 332) [Factual] 36. What was often the problem with enforcement of laws against the actions of the Klan? a. Since no terrorist groups had existed before, there were no laws to deal with them. b. Many times, local law enforcement or white troops sided with the Klan against the blacks. c. There were only a very small number of men in the Klan, and they always remained secret and hidden from prosecution. d. The Klan’s actions were almost invisible, since no one reported news of the terrorism.

(Answer: b; page 335) [Conceptual]

The West 37. Describe the relationship between Native Americans and African Americans in the West during the Civil War and Reconstruction.

(Answer, pages 335-336) [Conceptual]

The Fifteenth Amendment 38. How did Congress react to repeated southern attempts to stop blacks from exercising political power? a. They passed the Sixteenth Amendment. b. They passed the Fifteenth Amendment. c. They did very little, since Congress was tired of dealing with the South’s misbehavior. d. Congress responded by expelling southern congressmen and senators.

(Answer: b; page 336) [Factual] 39. What were the limitations of the Fifteenth Amendment to the Constitution?

(Answer, page 336) [Conceptual]

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The Enforcement Acts 40. Which of the following is not true about the Enforcement Acts of 1870 and 1871? a. They made it a federal crime to interfere with someone’s right to vote. b. They authorized the president to send in federal troops if necessary. c. They authorized the president to suspend the writ of habeas corpus if necessary. d. They were actually not put into effect because of white racism in the South.

(Answer: d; pages 336-337) [Factual] 41. What effect did the Enforcement Acts have? a. The government moved quickly against the Klan, but few of its members were prosecuted severely. b. None—southern governments laughed at northern attempts to get rid of the Klan. c. The Enforcement Acts actually shielded Klan members, since many of them were leaders of the community. d. None of these answers are correct.

(Answer: a; page 337) [Conceptual] 42. ________________ is the right to be brought before a judge and not be arrested or jailed without cause.

(Answer: Habeas corpus; page 337) [Factual] 43. What were the Enforcement Acts and how were they used?

(Answer, pages 336-337) [Conceptual]

The North and Reconstruction 44. Why did the North begin to lose interest in blacks and the South in the 1870s?

(Answer, page 337) [Conceptual] 45. Which of the following is not a reason why northerners began to lose interest in black issues in the mid-1870s? a. Economic troubles came up, including the serious Panic of 1873. b. Some northern whites felt that they had done enough for blacks over the course of Reconstruction. c. Blacks were generally happy with the results of the Enforcement Acts as well as the Thirteenth, Fourteenth, and Fifteenth Amendments. They thought they should be able to work things through on their own. d. Actually, northerners continued to have a lot of interest in and focus on black issues, but southern racism was stronger.

(Answer: c; page 337) [Conceptual]

The Freedmen’s Bank 46. Why did the Freedmen’s Savings Bank fail? a. The bank’s black board of directors had little direct knowledge of banking practices. b. The bank had no support from the black community. c. The stock market at that point was very weak and fluctuated wildly. d. The white leaders of the bank invested unsoundly, and lost everything in the Panic of 1873.

(Answer: d; page 338) [Factual]

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The Civil Rights Act of 1875 47. What were the terms of the Civil Rights Act of 1875? Why was it passed?

(Answer, page 339) [Conceptual] 48. What was the result of the Civil Rights Act of 1875? a. It eliminated all discrimination in public places on the basis of race. b. It was championed by both Republicans and Democrats. c. It was eventually overturned by the U.S. Supreme Court. d. It was never passed by either house of Congress.

(Answer: c; page 339) [Conceptual]

The End of Reconstruction 49. What did the South mean by “Redemption” during Reconstruction? How was this accomplished?

(Answer, page 339) [Factual] 50. What is true about the end of Reconstruction? a. Whites learned that intimidation and violence would not reduce the amount of black voting. b. Republicans regained control of southern legislatures. c. It left few lasting benefits for blacks. d. The high level of violence completely ended.

(Answer: c; pages 339-340) [Factual] 51. Examine Map 13-1. Compare this map with Map 12-2. Is there a relationship between the percentages of black representatives during Reconstruction and the dates that Democratic governments were reestablished in the South?

(Answer, page 340) [Conceptual] 52. What was the “Shotgun Policy”? a. a policy adopted by African-American leaders in Louisiana to defend themselves against whites b. a massive campaign of violence against blacks in Mississippi to bring the state back under “civilized” white control c. a policy frequently adopted in the Reconstruction South, requiring marriage if a woman became pregnant d. the “Shotgun Policy” required the quartering of federal troops in areas that were considered Klan strongholds (Answer: b; page 340) [Factual] 53. What provoked the Hamburg Massacre? a. an incident between two white men and the black militia of the town b. the rape of a white woman by a black man c. several African Americans attempting to vote d. the theft of a large number of cattle from a prominent white businessman’s ranch (Answer: a; page 340) [Factual]

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54. How did the outcome of Mississippi’s “Shotgun Policy” differ from South Carolina’s? a. They were basically the same law. b. President Grant sent federal troops to South Carolina, but not to Mississippi, to stop the violence. c. South Carolina’s shotgun law was never enforced, and blacks were allowed to peacefully assemble and demonstrate against segregation. d. Mississippi never had a shotgun law.

(Answer: b; pages 340-341) [Factual] 55. Which three states were still unredeemed in 1876? a. Florida, Georgia, and Alabama b. Alabama, Mississippi, and South Carolina c. Mississippi, Tennessee, and Georgia d. Florida, South Carolina, and Louisiana (Answer: d; page 334) [Factual] 56. Examine Map 13-2. Compare this map to the results of the election of 1860 (Map 10-3). Was the political division in the country breaking down?

(Answer, page 341) [Conceptual] 57. What policy did Alabama, Louisiana, Mississippi, and South Carolina follow to “redeem” their states?

(Answer, pages 339-341) [Factual] 58. What did Republican Rutherford B. Hayes promise in order to win the election of 1876? a. He promised he would allow redemption to occur in South Carolina, Florida and Louisiana. b. He promised blacks that they would win their right to vote, although he never followed through. c. He promised that he would add more slave territory to the United States, at whatever the cost. d. He stated that he would work specifically to deny blacks rights, and push them back into a semi-slavery status.

(Answer: a; page 341) [Factual] 59. What was the Compromise of 1877? How did it end Reconstruction?

(Answer, page 341) [Factual]

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CHAPTER FOURTEEN: WHITE SUPREMACY TRIUMPHANT: AFRICAN AMERICANS IN THE SOUTH IN THE LATE NINETEENTH CENTURY IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? when? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Colored Farmers’ Alliance disfranchisement grandfather clause Federal Elections Bill segregation Jim Crow Plessy v. Ferguson “Exodusters” lien peonage convict lease system

OBJECTIVE/ANALYTICAL QUESTIONS Politics 1. Why did Wade Hampton and some other whites continue to allow black participation in government? How was that participation limited?

(Answer, page 353) [Conceptual] 2. To what party did most blacks remain loyal in the post-Reconstruction South? a. Democrats b. Populists c. Republican d. Whigs (Answer: c; page 353) [Factual] 3. How did Democrats limit black political power in the South, even if blacks were voting? a. They creatively drew congressional districts so that the fewest possible blacks could be elected. b. They refused to seat elected blacks in the House or Senate. c. They restricted black rights in various ways during their tenure in office. d. They generally wanted blacks to vote – the Republican party was trying to limit black voting.

(Answer: a; pages 353-354) [Factual] 4. What was happening to black voting across the South after Reconstruction? How and why?

(Answer, page 353) [Conceptual] 5. How did black leader Henry Cheatham continue to be reelected after Reconstruction?

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6. How were the Democrats beginning to split up? a. Poor and middle class whites occasionally resented the domination of the party by wealthy, elite groups. b. They didn’t split up; the Democrats remained a solid party. c. Many Democrats, angry over support of violence and terrorism, began to turn to the Republicans. d. Black Democrats pushed for more rights, angering some of the whites in the party.

(Answer: a; page 354) [Factual] 7. Discuss the split in the Democratic Party in the late nineteenth century.

(Answer, pages 354-355) [Factual] 8. What problem did farmers not face during the later nineteenth century? a. They had to depend on banks for loans, since they weren’t self-sufficient any longer. b. Businessmen, not farmers, dominated economic life in America. c. They had easy access to railroads at very cheap prices. d. Farmers faced very few problems during the late nineteenth century.

(Answer: c; pages 354-355) [Factual] 9. What is true about farmers in the South during the later nineteenth century? a. More than half were tenants, renting land rather than owning it. b. Farmers were generally able to be self-sufficient in the period. c. Farmers failed to organize politically to solve problems, since they lacked even a basic education. d. They were very well off, as prices were high during this whole period.

(Answer: a; page 355) [Factual] 10. Which of the following was not a political organization for farmers? a. the Grange b. the Patrons of Husbandry c. the Southern Farmers’ Alliance d. the American Farmers and Workers Party (Answer: d; page 355) [Factual] 11. How did the Southern Farmers’ Alliance deal with race? a. It was an interracial organization, and allowed blacks leadership roles and equal rights in membership. b. It was an interracial group, but refused to allow blacks to lead them. c. It chose not to include blacks, who had to form their own organization. d. It chose not to include blacks, and forbid them from forming their own organization.

(Answer: c; page 355) [Factual] 12. What view did the white farmers’ alliances have of black voting? a. They fully supported blacks voting in all cases. b. They didn’t think that blacks should vote, but ironically encouraged them to vote for certain candidates. c. They thought that blacks should only be agricultural workers, and should not participate in politics. d. They were a white supremacist organization, devoted to terrorism like the Klan, and wanted to keep all blacks from voting.

(Answer: b; page 355) [Factual]

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13. How did the black farmers in the Colored Farmers’ Alliance see economic issues differently than whites?

(Answer, page 355) [Conceptual] 14. Which of the following was a belief of the Populist Party? a. Government ownership of railroads and communication systems. b. Blacks and whites should be social equals in America. c. Economic control of the nation should move to bankers and industrialists. d. That the government should become more involved in foreign affairs, particularly in Europe.

(Answer: a; pages 355-356) [Factual] 15. In the Populist Party, which leader openly promoted interracial cooperation as a way of overcoming farmers’ problems? a. Hiram Revels b. Thomas Watson c. William Jennings Bryan d. Teddy Roosevelt (Answer: b; page 355) [Factual] 16. What was the result of the popularity of the Populist Party among blacks in the South? a. Blacks were able to gain substantial numbers of political offices and dominate politics in the South. b. Since blacks were completely excluded from formal participation in politics, they could not vote for Populists, even if they supported them. c. Southerners realized that blacks were a potent political force and that they would have to share power politically. d. It heightened fears of southerners that blacks might gain political power.

(Answer: d; page 356) [Conceptual] 17. How did the Populist Party react to race issues? What was the response of the South?

(Answer, pages 355-356) [Factual] 18. What is significant about the year 1892? a. The Populists failed to run a candidate for the presidency for the first time in 12 years. b. The Populists eliminated the black vote in that year. c. More people were lynched in that year than in any other in American history. d. Southerners embraced all of the Populists ideas.

(Answer: c; page 356) [Conceptual]

Disfranchisement 19. What was the problem, as viewed by many southern states, of voting laws like literacy tests, poll taxes, and property qualifications? a. They thought the laws were too subtle and that voting should just be outlawed directly. b. Since quite a few blacks owned property, they could still vote. c. Since blacks could be voting registrars, they could simply override the tests and allow anyone in. d. They might possibly also eliminate poor, illiterate white voters as well as black voters.

(Answer: d; page 356) [Conceptual]

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20. How did the Eight Box Law of 1882 contribute to the disfranchisement of blacks? a. Illiterate voters had to have the “help” of white officials to determine where to place their ballots. b. Voters could only choose between eight white candidates, rather than an open pool of people. c. Voters were required to prove that they had over eight boxes of personal property, something most poor blacks could not do. d. Prospective voters had to fill eight boxes with signed petitions, demonstrating community support for their voting rights before they would be registered.

(Answer: a; page 356) [Factual] 21. What new twist did Louisiana add in 1898 to make sure whites voted, but blacks did not? a. the poll tax b. the grandfather clause c. the literacy test d. the Eight Box Law (Answer: b; page 357) [Factual] 22. What were “grandfather clauses”? a. voting restrictions, which said that someone could only vote if his father or grandfather had been able to vote before a certain time (generally right at the end of slavery) b. limitations on voting to those people who were grandfathers c. limitations on voting to those who could prove that their grandfathers had been residents of the state as well; since blacks moved around so much after Reconstruction, they rarely qualified d. a clause requiring all grandfathers to vote before their sons (Answer: a; page 357) [Factual] 23. What methods or tactics did the South use to take the vote away from blacks? How effective were these methods?

(Answer, pages 356-358) [Conceptual]

Segregation 24. Before “Jim Crow” laws came into effect across the South, a. blacks and whites mingled freely in many public accommodations. b. whites had already begun to set up some restrictions on black access to public facilities. c. the North had already outlawed all segregation. d. racial etiquette rules were non-existent.

(Answer: b; page 358) [Factual] 25. Where did the term “Jim Crow” come from? a. It was a derogatory term used to refer to a black agricultural worker. b. It was a stereotypical black musical show. c. A white minstrel show, popular at the time, which ridiculed black people. d. It was a reference to a hated type of bird, which whites associated with black people.

(Answer: c; page 358) [Factual] 26. Why did some blacks accept segregation?

(Answer, page 358) [Conceptual]

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27. How did the railroad companies feel about segregation? a. They opposed the idea, mainly because they wanted equal access for blacks. b. They opposed the idea, because they wanted the additional money from blacks buying first class tickets. c. They opposed the idea, because they did not want to have the added expense of maintaining separate cars. d. Railroad companies were strongly behind segregation.

(Answer: c; page 358) [Factual] 28. What type of conditions or treatment could blacks expect in different types of segregated facilities?

(Answer, pages 358-359) [Factual] 29. What was the name of the case that upheld Louisiana’s segregation laws?

(Answer: Plessy v. Ferguson; page 359) [Factual] 30. What do the actions of Homer Plessy tell us about black people and segregation? a. Blacks were very afraid of the KKK during this period. b. Some blacks were willing to test the laws by being arrested and trying cases in court. c. Blacks would risk being sent to jail rather than test segregation laws. d. Blacks would protest with outright violence and murder when provoked.

(Answer: b; page 359) [Conceptual] 31. What was the effect of the Plessy v. Ferguson decision? a. The Supreme Court basically made the Tenth Amendment completely ineffective for blacks. b. The Supreme Court declared that Alabama’s segregation laws were acceptable under the constitution. c. It demonstrated that the highest court in the land accepted unequal, discriminatory treatment of blacks. d. It eliminated segregation in public facilities.

(Answer: c; pages 359-360) [Conceptual] 32. How did blacks not react to segregation laws regarding streetcars? a. They attempted to form separate transportation companies. b. They held boycotts and sit-ins in cities across the South. c. They walked rather than rode the cars, seriously hurting the streetcar companies economically. d. Streetcar segregation was the one public transportation that blacks accepted as needing to be segregated, because of the high level of violence surrounding it.

(Answer: d; page 359) [Factual] 33. What was the result of black protest of segregated transportation? a. In a few cities, they reversed segregation, but not permanently. b. Southern officials paid no attention to the protests. c. Blacks who protested got some significant gains, but would not see further action until the 1960s. d. Blacks refused to protest segregated transportation, fearing outbreaks of violence.

(Answer: a; pages 359-360) [Conceptual] 34. What were the origins, circumstances, and developments of the Plessy v. Ferguson decision? How did it affect the interpretation of the Fourteenth Amendment?

(Answer, page 359) [Conceptual]

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Racial Etiquette 35. After Reconstruction, white people expected blacks to observe certain rules of etiquette. Which of the following is not true? a. Black men were supposed to remove their hats in the presence of a white person. b. Black and white people could shake hands, but only if the black person did not look the white person in the eye. c. Black men were never to look at, and certainly never to touch, white women. d. White people were not expected to use any term of respect when speaking to a black person.

(Answer: b; pages 360-361) [Factual]

Violence 36. What were the similarities between the racial violence in Washington County, Texas, in 1886 and Phoenix, South Carolina, in 1898? a. Both involved the alleged rape of a white woman by a black man. b. Both involved instances where blacks were protesting segregation. c. In both instances, whites were attempting to maintain, or gain, political control. d. Both involved instances where groups of blacks attempted to register to vote.

(Answer: c; page 361) [Conceptual] 37. What incident prompted the racial violence in Wilmington, North Carolina? a. The KKK held a very large parade downtown. b. A black newspaper editor suggested that white women were voluntarily having sexual relations with black men. c. Blacks decided that only violence would end segregation. d. A young black woman decided that she would sit in the white section of a streetcar.

(Answer: b; pages 361-362) [Factual] 38. Who was the last black man from the South to serve in Congress until Andrew Young in 1972? a. George H. White b. Frederick Douglass c. Hiram Revels d. Booker T. Washington (Answer: a; page 362) [Factual] 39. What was a main difference between the New Orleans riot and the Texas, South Carolina, and North Carolina riots? a. The Texas riot was the only one that had political origins. b. The New Orleans riot began with an act of violence against an individual black man. c. The South and North Carolina riots did not result in any deaths, although people were hurt. d. The South Carolina riot was only in urban areas.

(Answer, b; pages 361-362) (Conceptual) 40. What do the violent riots in Texas, South Carolina, North Carolina, and New Orleans tell us about conditions for blacks in the late nineteenth century? What provoked the violence? What were the effects of these actions?

(Answer, pages 361-362) [Conceptual]

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41. What is true about the number of lynchings in the South over the period 1889-1932? a. About two to three people were lynched every week. b. It was actually very small, although the black press constantly reported false occurrences. c. About ten people were lynched daily, in the South alone. d. No statistics were ever kept about the numbers of lynchings.

(Answer: a; page 362) [Factual] 42. What was the stated reason given for many lynchings? a. White people were afraid of blacks gaining political power. b. Blacks had murdered a white man. c. A black man raped a white woman. d. Blacks had started some sort of violent protest.

(Answer: c; page 362) [Factual] 43. What were the actual reasons for many lynchings? a. In many cases, blacks had committed a crime, and whites were impatient for justice. b. Many blacks who competed with whites economically were lynched. c. Lynchings occurred only because the lowest element of white society felt threatened by blacks. d. Blacks had started some sort of violent protest in urban areas.

(Answer: b; pages 362, 364) [Conceptual] 44. Which is a true statement about lynching? a. Whites were actually lynched in greater numbers, but without much of the violence. b. Only blacks were lynched. c. Lynchings were another way to prove white supremacy. d. Lynchings were not really something most blacks had to worry about.

(Answer: c; pages 362, 364) [Factual] 45. Discuss the phenomenon of lynching. What were the causes and effects on blacks?

(Answer, pages 362, 364) [Conceptual] 46. Who was Ida B. Wells, and what does her life tell us about blacks at the time?

(Answer, page 365) [Conceptual] 47. If lynching victims were predominantly male, what type of violence were many black women subjected to? a. Many were subjected to rape by white men. b. Whites actually lynched black men and women in equal numbers. c. Black women were always cheated out of their earnings by whites. d. Black women had to endure threats of violence against their children.

(Answer: a; page 364) [Factual] 48. How did white men justify the rape of black women in the late nineteenth century?

(Answer, page 364) [Factual]

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Migration 49. What options did blacks have when conditions deteriorated in the South? What was the most common reaction at the time? What does this tell us about them?

(Answer, page 366) [Factual] 50. Where were black migrants of the late nineteenth century least likely to go? a. Kansas b. Africa c. Oklahoma or Arkansas d. the North (Answer: d; page 366) [Factual] 51. What was “Liberia Fever”? a. a disease similar to malaria, which killed many of the black migrants to that country b. a strong desire to leave America for the African colony of Liberia c. an interest in African culture and artifacts d. a ship that took many people to Africa, until white southerners sank it shortly before the Civil War (Answer: b; page 366) [Factual] 52. What was an “Exoduster”? a. a black person who moved to the western United States in search of a better life than in the South b. a white person who advocated destroying the black race c. a black person who wanted to migrate to Africa d. an African person who came to America shortly before the Civil War (Answer: a; page 367) [Factual] 53. Examine Map 14-1. What states or territories saw the largest increase in black population? Where were blacks moving to in these places?

(Answer, page 368) [Conceptual] 54. What was not a reason to promote migration? a. The railroads saw it as a way to make more money. b. White southerners hoped to get rid of their black populations. c. Blacks hoped to find a better, less restrictive life. d. Northern communities wanted to encourage more voters to their areas.

(Answer: d; pages 366-367) [Factual] 55. Which of the following is true about the opponents of migration? a. Whites were always happy that blacks were leaving in some areas. b. Some blacks felt that the South was the best place for blacks. c. Opponents of migration argued that blacks should stay because political equality in the South would allow blacks to become rich landowners. d. .No one really opposed migration for blacks from the South.

(Answer: b; page 367) [Factual]

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56. When black men moved within the South, to where did they usually go? a. to urban areas, where they had more, and different, economic opportunities b. to Florida, which had the most liberal race laws c. to another rural area, where they could use the skills they had d. to the South Carolina coast, where jobs were readily available in agriculture (Answer: c; page 367) [Factual]

Black Farm Families 57. What is true about most rural black families in the South after Reconstruction? a. Many were attaining close to high school level education. b. Their diet was adequate, and although not up to today’s standards, fairly balanced. c. They generally stayed in the South, under desperate conditions of poverty. d. Rural black families often had some levels of savings, although they were never rich.

(Answer: c; page 367) [Factual] 58. What is true about cultivating cotton in the late 1800s? a. Large farm families had an advantage, as they had more people to labor in the fields. b. Technological developments made the picking of cotton much easier and less labor intensive. c. Cotton gins were still generally operated under water or animal power. d. Cotton plants really needed no help or cultivation until harvesting, and so was a popular crop.

(Answer: a, page 368) [Factual] 59. What types of injustices did the system of sharecropping entail?

(Answer, page 369) [Factual] 60. What was a typical characteristic of sharecropping for blacks? a. Blacks generally could dispute the landowner’s valuation of crops or goods. b. Courts and whites in general refused to accept the word of a black person over a white person. c. Merchants paid equal prices to blacks than to whites. d. Contracts had to be written, and had to filed in court..

(Answer: b; page 369) [Factual] 61. What was a “crop lien”? a. Merchants, in exchange for goods and products needed at a general store, would have a legal claim to part of the black family’s crop. b. These were crops planted in an African style, leaning against a fence. White farmers frequently thought black agricultural techniques were inefficient and backwards. c. This was the use of a year’s crop for a gambling debt. d. It meant that crops were used to get a loan from a bank.

(Answer: a; page 369) [Factual] 62. ___________________ was generally the equivalent of enslavement. A black family would get into debt and would not be allowed to leave the land until it had paid off the debt.

(Answer: Peonage; page 369) [Factual]

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63. What is true about black land ownership between 1870 and 1900? a. It fell from Reconstruction times, as the government took land away from blacks. b. It fell as many blacks left the area or were forced to give up land because of debts. c. It remained stagnant over the time period. d. It increased at enormous rates.

(Answer: d; page 370) [Factual] 64. What economic conditions did most black rural families face?

(Answer, pages 367-369) [Factual]

African Americans and Southern Courts 65. Who is Johnson C. Whittaker, and what does his story tell us about blacks at the time?

(Answer, page 372) [Conceptual] 66. What is true about the justice system in the South after Reconstruction? a. Some blacks were allowed to serve on juries, as long as they were prominent leaders and showed proper deference to whites. b. Black defendants always received very harsh punishments, regardless of whom they knew or whom they worked for. c. Blacks often were not charged with crimes like adultery and bigamy. d. Generally, the system of justice in the South was balanced to a certain extent..

(Answer: c; pages 370-373) [Factual] 67. What system did white southerners devise for convicts, which provided very cheap (and mostly black) labor for businessmen?

(Answer: the convict lease system; pages 373-374) [Factual] 68. How did the southern court system at this time reflect the dominant values of whites toward blacks?

(Answer, pages 370-374) [Conceptual]

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CHAPTER FIFTEEN: AFRICAN AMERICANS CHALLENGE WHITE SUPREMACY IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the question – Why is this important? Why do we study this? “buffalo soldiers” Brownsville Affair

OBJECTIVE/ANALYTICAL QUESTIONS Social Darwinism 1. What was social Darwinism? a. the idea that man evolved from monkeys b. a theory that applied Darwin’s theory of “survival of the fittest” to human society; white English and Germans were biologically superior to blacks c. the idea that blacks, not whites, evolved from monkeys d. the theory that all human males were less social animals than human females, and were therefore superior (Answer: b; pages 382-383) [Factual] 2. How was science bolstering theories of racism at the end of the nineteenth century?

(Answer, page 383) [Conceptual] 3. What was the “white man’s burden”? a. the far greater benefits of wealth that white men had b. the burden of political power and technological development c. the duty of superior, more civilized white countries to educate and bring culture to backward, inferior races d. a belief of some radical blacks that whites were actually the inferior race (Answer: c; page 383) [Factual]

Education and Schools 4. What difficulty did black children not face in trying to get an education in the late nineteenth century? a. In rural areas, schools were open for very limited amounts of time. b. Often, children were required to assist parents with agricultural work. c. Almost no black high schools existed in the South—education was limited to primary levels only. d. The South gave funding to black schools, but since they wanted black children to be taught to be submissive, black communities refused the money.

(Answer: d; page 383) [Factual]

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5. What did many people think was an appropriate education for black students? a. vocational training, in a skill or trade b. liberal arts education c. training to be a doctor or lawyer d. training in the sciences.

(Answer: a; page 384) [Factual] 6. What skills were stressed for blacks and Native Americans at the Hampton Normal and Agricultural Institute? a. critical, analytical thinking in traditional liberal arts areas b. the Hampton School was actually a training ground for future lawyers c. learning hard work in a trade, Christian morality, and middle-class values d. they were learning how to live life in African colonies (Answer: c; page 384) [Factual] 7. Who was Hampton Institute’s most famous and prized student?

(Answer: Booker T. Washington; page 385) [Factual] 8. What black college did Booker T. Washington found in 1872? a. Hampton Institute b. Tuskegee Institute in Alabama c. University of Alabama d. Washington State University (Answer: b; page 385) [Factual] 9. What was not a belief of Booker T. Washington about opportunities for blacks? a. Washington believed blacks should learn cleanliness and proper morality. b. Washington believed that blacks should learn agricultural skills. c. Washington believed that blacks should stress skilled labor, like carpentry. d. Washington believed that blacks should work for the right to vote while they worked for economic success.

(Answer: d; page 385) [Factual] 10. Discuss Booker T. Washington’s ideas for the improvement of black life. Were these ideas realistic or not? How were his ideas a product of his upbringing and background?

(Answer, page 385) [Conceptual] 11. How did Booker T. Washington affect education for blacks?

(Answer, pages 385-386) [Conceptual] 12. How was Booker T. Washington’s message received by whites? a. Washington became a wanted man for his messages to blacks about social equality. b. Whites embraced his non-threatening acceptance of white superiority, and many supported him financially. c. Whites generally ignored Washington. d. Whites tended to support Washington’s critics, rather than Washington.

(Answer: b; page 385) [Factual]

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13. How did the Morrill Act of 1862 assist with education for blacks? a. It permitted states to use money from the sale of public land to establish schools. b. The Morrill Act allowed blacks to use federal money to set up schools. c. It did not. Southern states refused to allow blacks entry into the schools created until a second act was passed in 1890. d. The Morrill Act gave scholarships to children of farm workers.

(Answer: c; pages 385-386) [Conceptual] 14. What was not a reason why some people were critical of Washington’s approach with the Tuskegee Institute? a. Critics would have preferred an emphasis on liberal arts education. b. Critics felt it merely prepared blacks to accept subordinate positions in life. c. Critics felt Washington’s model merely continued forms of labor perpetuated in slavery. d. Critics often felt that Washington was pushing too hard for change.

(Answer: d; pages 386-387) [Conceptual] 15. What was the “talented tenth”? a. the most wealthy and influential group of whites; Washington felt all blacks should try to aspire to be like them b. the top ten percent of black society; leaders like Du Bois felt that this group should lead blacks to greater social and political equality c. the best group of students each year from Tuskegee; Washington generally rewarded them with land of their own to start out d. the top ten percent of young black students, who were rewarded by Du Bois with jobs in the North (Answer: b; page 386) [Factual] 16. Why were some people critical of Washington’s ideas and leadership? Who were they?

(Answer, pages 386-387) [Conceptual] 17. What were W. E. B. Du Bois’s ideas about education for blacks? How did he differ from Washington on other matters? Who would you have agreed with and why?

(Answer, pages 386-387) [Conceptual]

Church and Religion 18. Which Protestant denomination had the most black members in the South in 1890? a. African Episcopalian Methodist b. Methodist c. Baptist d. Nation of Islam (Answer: c; page 387) [Factual] 19. How were black church services often different from white church services? a. They were actually very similar, since blacks had been members of white churches before forming their own churches. b. Black members were verbally involved in the sermon and music to a greater degree. c. Black churches were often more serious and quiet. d. Black churches included more participation from children, while whites generally excluded them.

(Answer: b; pages 387-388) [Factual]

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20. Which of the following is true about black ministers? a. They often presented thoughtful, deliberate sermons. b. They were very rarely female. c. They usually had at least a high school education. d. They were generally not very influential in the general community.

(Answer: b; pages 387-388) [Conceptual] 21. How were churches important to blacks in the struggle against white supremacy?

(Answer, page 388) [Conceptual] 22. What role did women play in the church?

(Answer, page 388) [Factual] 23. Which of the following is true about the message relayed by black ministers? a. Some refused to challenge white supremacy, thinking it dangerous. b. Some purposefully told members to avoid white middle-class values. c. Many emphasized the peace and joys earthly life over heaven. d. Most ministers directly challenged Jim Crow laws and encouraged black nationalism.

(Answer: d; pages 388-389) [Factual] 24. How was the Christian message relayed by black ministers around the turn of the twentieth century similar to that accepted by slaves?

(Answer, page 388) [Conceptual] 25. What was at least part of the reason Holiness churches appealed to some blacks? a. Holiness churches were less formal and ritualistic than other black churches. b. Holiness churches generally rewarded their members with a limited source of income. c. Music, including ragtime, blues, and jazz, was often a part of their services. d. Holiness churches preached the democracy of heaven and equality of all in the eyes of God. (Answer: a; page 389) [Factual] 26. Which church was the only significant one in early twentieth century America that was truly interracial in nature? a. the Baptist Church b. the Pentecostal Church c. the Methodist Church d. the African Episcopalian Methodist Church (Answer: b; page 389) [Factual] 27. What role did alternative black churches play? Why were blacks attracted to them?

(Answer, page 389) [Conceptual] 28. Who was Henry McNeal Turner and what does his life tell us about blacks at that time?

(Answer, page 390) [Conceptual]

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Red versus Black: The Buffalo Soldiers 29. Where did most black men in the army after the Civil War spend their time? a. in the South, fighting the Ku Klux Klan b. in the West, fighting Native Americans c. stationed in Europe d. in the North at training stations, performing menial tasks (Answer: b; page 391) [Factual] 30. Examine Map 15-1. What can you tell about black military service during the period 1866-1917?

(Answer, page 392) [Conceptual] 31. Why were many black troops assigned to Arizona, New Mexico, and Texas? a. Those states had significant uprisings of black citizens at the time. b. Those states had the lowest population numbers, and many thought they would be a good place for blacks. c. They were needed to fight the frequent forest fires that broke out, not for combat roles. d. Whites thought that blacks could tolerate the heat better.

(Answer: d; page 391) [Factual] 32. What were some of the differences between life for a black soldier and life for a white soldier? a. Black soldiers faced long hours of boredom and inactivity. b. Black soldiers deserted more frequently, because of poor treatment. c. Blacks received far worse food rations, equipment, and horses. d. Black soldiers always went to fight on the front, so that whites could be safe.

(Answer: c; page 392) [Conceptual] 33. Where did the term “buffalo soldiers” come from? a. Blacks would use their free time to herd buffalo. b. Native Americans admired blacks’ fighting abilities, and thought their hair similar to the buffalo. c. Blacks would frequently desert and run away during combat, a trait the Indians thought was like the buffalo. d. Whites thought that blacks were so lazy and cowardly that they were going to be slaughtered like the buffalo.

(Answer: b; page 392) [Factual] 34. How did blacks feel about fighting Native Americans? a. Most felt no worries or concerns at all. They felt a genuine pride in being professional soldiers. b. They quickly identified with the Native Americans, and often deserted the white man’s cause. c. Most wanted to completely eliminate the Native American from the earth. d. African Americans tended to be stationed in the East, and had no real contact with Native Americans.

(Answer: a; pages 392-393) [Factual] 35. What role did the “buffalo soldiers” play in the West? How did they justify their actions? How did the term “buffalo soldiers” come about?

(Answer, pages 332-393) [Conceptual]

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Brownsville 36. What was the “Brownsville incident”? a. an incident where black troops were accused of raping a white woman b. a shooting match in the Texas border town, where blacks were blamed c. an effort by white troops to murder an entire black battalion, and leave them for dead d. an incident where black troops were prosecuted for stealing cattle, although they had been given no rations that month (Answer: b; page 393) [Factual] 37. What was the result of the Brownsville Affair? a. Without a trial or hearing, and with scant evidence, President Teddy Roosevelt quickly dismissed three companies of black men, blaming them for the violence. b. Black troops were given medals for their valor and heroism. c. The black man responsible for the rape was quickly lynched. d. The entire town of Brownsville was burned to the ground by angry blacks.

(Answer: a; pages 393-394) [Factual] 38. How did the Brownsville Affair exemplify black experiences in the military at the time? What positive experiences did blacks have in the military?

(Answer, pages 393-394) [Conceptual]

African Americans in the Navy 39. How did life in the Navy compare to life in the Army for African Americans?

(Answer, page 394) [Conceptual]

The Black Cowboys 40. What difficulties did African-American cowboys encounter?

(Answer, page 394) [Conceptual]

The Spanish-American War 41. Which event triggered the beginning of the Spanish-American War? a. the invasion of Cuba by a group of Americans b. Spanish hostilities in southern Florida c. the sinking of the battleship Maine d. Spain’s attack on Miami in 1898 (Answer: c; page 395) [Factual] 42. What was the Spanish-American War about? a. America wanted to liberate Cuba from Spanish control. b. America wanted to capture the Philippines. c. America wanted portions of Canada, occupied at that time by the Spanish. d. America was attempting to gain control of portions of Spanish Africa.

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43. Why did blacks serve in the Spanish-American War? a. They were enthusiastic about fighting against whites. b. They hoped to demonstrate their bravery and worth to whites, and thereby eliminate racism and hostility. c. They were forced into service through the draft. d. Blacks were not allowed to serve in the military during the Spanish American War. (Answer: b; page 395) [Factual] 44. What issues did some blacks and whites bring up to criticize the Spanish-American War? a. It was merely a way for Americans to kill off black Americans. b. The war was far too costly, and would hurt America’s economy.. c. Some saw it merely as an attempt to extend subjugation of darker races and Jim Crow laws outside America’s borders. d. That the war dragged on far too long.

(Answer: c; page 395) [Factual] 45. Why did whites send blacks to fight in Cuba? a. They thought blacks were actually braver. b. They thought blacks were immune to yellow fever, and would withstand the climate better. c. They were hoping that a majority of blacks in America would be killed in the fighting. d. The whites responsible for military policy understood that fighting would prove blacks the equal to whites.

(Answer: b; page 395) [Factual] 46. What “first” occurred with the Spanish-American War for blacks? a. Blacks were involved in combat. b. Black soldiers reached ranks above private. c. A few all-black units were commanded by black men. d. Black women also served with the men.

(Answer: c; page 395) [Factual] 47. What roles did blacks play in the Spanish-American War? How different were these from their experiences in other wars?

(Answer, pages 395-396) [Conceptual] 48. What issues did critics of the Spanish-American War bring up?

(Answer, page 395) [Conceptual]

The Philippine Insurrection 49. How did the Filipinos react to the terms of the Treaty of Paris? To black men fighting them?

(Answer, page 397) [Conceptual]

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African Americans and the World’s Columbian Exposition 50. At the Chicago World's Columbian Exposition: a. African American colleges displayed exhibits with academic work, skilled work by students, and photos of the campuses. b. African nations were portrayed as more advanced than stereotypically thought. c. African Americans were only allowed into the fair on certain days when whites weren't there. d. The fair was welcomed and promoted by all African Americans.

(Answer: a; pages 397-398) [Factual] 51. How did the Chicago World's Columbian Exposition reflect both racism and better attitudes toward race in the late 1800s? How did blacks react to this fair?

(Answer, pages 397-398) [Conceptual]

Black Businesspeople and Entrepreneurs 52. Which of the following is true about blacks in business in the late nineteenth century? a. Some blacks had the opportunity to move up in white-owned corporations. b. In order to succeed in business, blacks generally had to cater to other blacks. c. Many blacks were able to succeed with whites by being totally subservient. d. Blacks actually had no businesses of their own during the late nineteenth century.

(Answer: b; page 398) [Factual] 53. Why is Madam C. J. Walker significant? a. She was a wealthy aristocrat from France, who financially supported black protest against segregation. b. She was an influential author and poet. c. She became a very wealthy businesswoman, selling a hair-care product to black women. d. She was the first African-American woman to vote.

(Answer: c; pages 398-399) [Conceptual] 54. Who was Maggie Lena Walker and what does her life tell us about blacks at this time?

(Answer, page 400) [Conceptual] 55. How are people like Madam C. J. Walker and Alonzo Herndon exceptional among blacks?

(Answer, pages 398-399) [Conceptual]

African Americans and Labor 56. How did black workers attempt to change their working conditions and status? a. Some organized into unions. b. Black workers were forced into accepting their conditions. c. Some black workers became violent and worked to overthrow capitalism. d. Generally, blacks were happy with the jobs they had.

(Answer: a; page 399) [Factual]

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57. Which national labor union included blacks and whites as its members? a. Knights of Labor b. American Federation of Labor c. National Labor Union d. Equality United Labor Union.

(Answer: a; page 399) [Factual] 58. What did the American Federation of Labor think about black involvement in unions? a. It had a very open membership, and allowed any worker into its ranks. b. It refused entry to blacks or women. c. It allowed black men into the union, but not black women. d. It only allowed factory workers of any race, not agricultural workers, and therefore excluded a large portion of blacks.

(Answer: b; page 399) [Factual] 59. What did the National Colored Labor Union, organized in 1869, emphasize for its members? a. It was only in existence a short time, because it emphasized pushing for the right to vote. b. The NCLU organized many strikes, which, although unsuccessful, succeeded in bringing attention to black issues and discrimination. c. The only solution to the black labor problem was a move to Africa to start fresh. d. They should not go on strike and should work hard, because whites were just going to take advantage of them.

(Answer: d; page 401) [Factual] 60. How did major national unions treat blacks around the late nineteenth century?

(Answer, pages 399, 401) [Factual] 61. Why did most strikes fail during the late nineteenth century? a. Government and the police helped the businessmen over the workers. b. Unions were very new, and really had no organization. c. Unions had very few members until the twentieth century, as few were interested. d. Government forbid all unions until 1934, so the only unions available were underground organizations.

(Answer: a; page 401) [Conceptual] 62. What tactic did whites in Atlanta not use to break the widespread washerwomen’s strike in 1881? a. They arrested some of the strike leaders for disorderly conduct. b. They threatened to force black women to purchase business licenses. c. They brought in convict labor to perform washing duties for white Atlantans. d. All of these are correct.

(Answer: c; page 401) [Factual] 63. What do the examples of various strikes tell you about black people’s resistance? About their effectiveness at this time?

(Answer, page 401) [Conceptual]

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Black Professionals 64. Why did five of the seven existing black medical schools close down around 1910? a. They could attract no students. b. Because whites recommended the strengthening of the medical profession, partially by eliminating weaker medical schools. c. White mobs attacked and burned them down. d. White politicians decided to restrict funding to blacks in the medical profession.

(Answer: b; page 402) [Conceptual] 65. How were black nurses exploited during the late nineteenth and early twentieth century? a. Generally, whites did not allow black women to become nurses. b. Black physicians would often hire them out to individuals, but refuse to allow them to keep their pay. c. Black nurses were never paid for their services.. d. Black nurses were only allowed to work on the front lines during wartime, under the most dangerous conditions.

(Answer: b; page 402) [Conceptual] 66. Why did many black lawyers have a hard time making a living? a. Blacks often preferred to hire white lawyers, which they believed could improve their chances of winning their cases. b. Judges refused to allow blacks to practice in white courts. c. Black lawyers were not allowed to work for money, since they could not be licensed. d. Occupational taxes for black lawyers were higher than for whites.

(Answer: a; page 402) [Factual] 67. What legal organization did blacks form, since the American Bar Association would not include them? a. the Negro Lawyers Protection Association b. the Black Bar c. the National Bar Association d. the National Association for the Advancement of Colored People (Answer: c; page 402) [Factual] 68. What difficulties did black professionals have to deal with? What were some similarities or differences between medicine and the law?

(Answer, pages 401-402) [Conceptual]

Music 69. What were “minstrel shows”? a. traveling groups of actors and musicians, some portraying blacks as stereotypical caricatures b. groups of actors who performed mime shows c. puppet shows—blacks exhibited great skill at the art form d. black artists who would exhibit their paintings in public areas (Answer: a; page 404) [Factual]

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70. What was characteristic of ragtime music? a. It had very complex rhythms, emphasized by drums and clapping. b. It was actually an African type of music, imported to America in the early twentieth century. c. It was performed on the piano, without lyrics. d. Ragtime was a pre-civil war phenomenon that never had written music or lyrics.

(Answer: c; page 404) [Factual] 71. What art form gradually replaced ragtime in popularity in the early twentieth century? a. a more sophisticated ragtime, with drums and the banjo b. jazz c. soul music d. gospel recordings (Answer: b; page 404) [Factual] 72. Who was the first prominent jazz musician? a. Jelly Roll Morton b. Louis Armstrong c. Miles Davis d. Scott Joplin (Answer: a; page 404) [Factual] 73. Which was not a difference between jazz and ragtime? a. Jazz was mostly improvised. b. Jazz used many different instruments. c. Jazz originated in New Orleans. d. Jazz originated among white musicians, but black artists quickly took it over.

(Answer: d; page 404) [Conceptual] 74. Who is regarded as the “father of the blues”?

(Answer: W. C. Handy; page 405) [Factual] 75. What subjects did early blues music cover? a. generally only broken relationships b. virtually anything, from trains to fast women c. blues music was limited exclusively to political protest d. early blues music was without lyrics. The songs had no messages (Answer: b; page 405) [Factual] 76. What types of musical art forms were blacks developing in the late nineteenth and early twentieth centuries?

(Answer, pages 404-405) [Factual] 77. What was distinctive about ragtime, jazz, and the blues? Who were the leading personalities in the development of each?

(Answer, pages 404-405) [Conceptual]

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Sports 78. In what sport did white Americans find the presence of blacks particularly disturbing, and yet they never officially banned interracial activity? a. baseball b. football c. basketball d. boxing (Answer: d; page 405) [Factual] 79. How did white authorities harass heavyweight champion Jack Johnson? a. They had him arrested for violating the Mann Act when he married a white woman. b. White police in New York shot at him frequently when he was out in public. c. Johnson had to pay much higher entry fees than other white boxers. d. They took away his title when he knocked out a white man.

(Answer: a; pages 405-406) [Factual] 80. What does the story of Jack Johnson tell us about blacks in boxing and whites’ reaction to them?

(Answer, pages 405-406) [Conceptual] 81. Who began the push to eliminate black men from major league baseball?

(Answer: Adrian Constantine “Cap” Anson; page 406) [Factual] 82. Which of the following teams did not allow black players after about 1887? a. the Norfolk Red Stockings b. the Cuban X Giants c. the Chicago Unions d. the Chicago White Stockings (Answer: d; page 406) [Factual] 83. Which of the following is true about college athletics? a. Blacks were generally allowed to play sports at northern schools. b. Black institutions occasionally played white institutions in athletic events. c. Black teams never encountered abuse from white opposing teams and fans. d. Black colleges did not have the funding to play sports.

(Answer: b; page 406) [Factual] 84. How and why were blacks generally excluded from sports? What was going on in college athletics?

(Answer, pages 405-406) [Conceptual]

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CHAPTER SIXTEEN: CONCILIATION, AGITATION, AND MIGRATION: AFRICAN AMERICANS IN THE EARLY TWENTIETH CENTURY IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Talented Tenth "The Tuskegee Machine"

OBJECTIVE/ANALYTICAL QUESTIONS Race and the Progressive Movement 1. Who were the Progressives? What were they interested in?

(Answer, page 415) [Factual] 2. How did the typical Progressive reformer feel about racism? a. Many didn’t think about blacks at all. b. Most were racist themselves. They showed little interest in altering white supremacy. c. Many were very advanced in thinking about race. They thought blacks should be the equals of whites socially and politically. d. Many agreed that blacks had the right to vote and have political power, but did not agree that blacks should have equal social rights.

(Answer: b; page 415) [Conceptual]

Booker T. Washington’s Approach 3. Which of the following was not an element of Booker T. Washington’s famous speech at the Atlanta Cotton States Exposition in 1895? a. He thought that blacks should work for voting rights at the same time they were trying to impress whites with their hard work, cleanliness, and good morals. b. He told blacks to accept their position in society, and to accept segregation. c. He told blacks to work for economic gains in low-level jobs as a way to improve their status in the eyes of whites. d. Washington felt that blacks should work first for freedom of speech and the press, and other rights would follow.

(Answer: a; page 415) [Factual] 4. How did white people react to Washington’s speech? a. Many whites attacked and burned Washington’s school for his threatening remarks. b. Washington was generally ignored by most important whites. c. Since it was so non-threatening, they thought it was sensible and praiseworthy. Many whites supported Washington’s leadership. d. Whites attempted to block Washington’s message from ever reaching any blacks.

(Answer: c; page 415) [Factual]

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5. What was Washington’s nickname? a. the “Book Man” b. the Wizard of Tuskegee c. the first black president d. the Godfather (Answer: b; page 416) [Factual] 6. What were Booker T. Washington’s views on how to improve blacks’ situation? Do you agree with these views or not? Why? How did he contradict these views at times?

(Answer, pages 415-416) [Conceptual] 7. Discuss Washington’s role as a black leader during the early twentieth century.

(Answer, pages 416-417) [Factual] 8. What type of political influence did Booker T. Washington have? a. Very little, since white politicians of the time all felt blacks were socially inferior. b. Washington actually had tremendous influence for a black man at the time. President Teddy Roosevelt respected him, and consulted with him regularly on political appointments. c. Washington, like most blacks, was generally ignored by whites at this time. d. Very little, since he felt blacks should not agitate for political equality.

(Answer: b; page 416) [Factual] 9. What event caused uproar in the South, as a breach of racial etiquette by the president himself? a. Roosevelt invited Washington to dinner. b. Roosevelt shook hands with Washington. c. Roosevelt invited Washington on a hunting trip with him. d. Roosevelt slapped Washington in public, in front of several reporters.

(Answer: a; page 417) [Factual] 10. What types of political activities was Washington supporting behind the scenes? a. He tried to get the grandfather clause overturned in the courts. b. He tried to improve conditions on segregated railroad cars for blacks. c. He tried to both improve conditions for blacks on segregated railroad cars and get the grandfather clause overturned in the courts. d. Washington actually supported white supremacy on a number of occasions.

(Answer: c; page 417) [Factual] 11. How did men like William Monroe Trotter feel about Booker T. Washington’s efforts and views? a. Since Trotter benefited from Washington’s power by receiving a political appointment, he supported him wholeheartedly. b. Trotter was responsible for the assassination of Washington. c. They became vocal, intense critics of Washington’s. They felt he was yielding too much to whites. d. Trotter, as an influential white man, appreciated Washington's efforts.

(Answer: c; page 417) [Factual]

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12. Who was described by one critic as the “Benedict Arnold of the Negro Race”? a. Booker T. Washington b. Frederick Douglass c. William Trotter d. Theodore Roosevelt (Answer: a; page 417) [Factual]

W. E. B. Du Bois 13. How did Du Bois’s background shape his views, just as Washington’s shaped his? a. Du Bois was born in the South, but moved North, and realized what a difference there was between the two. b. Du Bois was born free in the North, encountered little racism during his early years, and was incredibly intelligent and allowed to obtain a superior education. c. Du Bois and Washington had very similar political views and ideas. d. Du Bois was from a slave family with a history of provoking uprisings. He was, therefore, very sympathetic to the use of violence.

(Answer: b; pages 417-418) [Conceptual] 14. What book, written by W. E. B. Du Bois, was one of the major literary accomplishments of the twentieth century and contained his first formal attack on Washington?

(Answer: The Souls of Black Folk; page 419) [Factual] 15. What is not true about Du Bois's and Washington's approaches to improving the condition of black men? a. Du Bois did not think blacks should be submissive to whites and merely wait for change. b. Du Bois was impatient with white supremacy, and with whites who accepted it. c. Du Bois felt that agitation for political change should top blacks’ lists of needs. d. Du Bois and Washington actually did not differ greatly regarding tactics for racial improvement.

(Answer: a; page 417) [Conceptual] 16. How did Du Bois’s background influence his views of how to improve blacks’ situation? Why and how was his view different from Washington’s view?

(Answer, pages 417-419) [Conceptual] 17. Who was responsible, according to Du Bois, for achieving political and civil rights for blacks? Why? What does this say about his opinions of the masses of black people?

(Answer, page 419) [Conceptual] 18. What was the role of the “Talented Tenth,” according to Du Bois? a. They were to be the artists and writers for blacks to emulate. b. They were to go into the South and teach blacks there. c. The top ten percent of blacks were to be responsible for working to achieve the civil and political rights of African Americans. d. He thought the talented tenth should demonstrate the usefulness of agricultural and vocational skills to blacks.

(Answer: c; page 419) [Factual]

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19. What did the Niagara Movement demand in 1905? a. That blacks accept segregation for the time being, to stop the enormous number of lynchings against them. b. That all black leaders stand with Booker T. Washington. c. It was never able to unify on any one goal or idea, and broke up soon after its formation. d. That blacks should protest vigorously for their rights, better schools, housing, and an end to racial prejudice.

(Answer: d; page 419) [Factual] 20. Who formed the Niagara Movement? What did they want? How did Washington react to them?

(Answer, pages 419-420) [Factual] 21. The Niagara Movement leaders stated, “We repudiate the monstrous doctrine that the oppressor should be the sole authority as to the rights of the oppressed.” What does this mean? a. Blacks wanted to have an active role in determining what they wanted, rather than leaving it all up to whites. b. They thought violence was the only solution to blacks’ problems. c. They thought whites had no role in American politics. d. They thought that blacks should become the oppressor over whites as the only solution to racism.

(Answer: a; page 419) [Conceptual] 22. How did Booker T. Washington react to the new Niagara Movement? a. He openly attended and supported the group. b. He paid newspaper reporters to criticize Du Bois. c. He secretly paid money to support the group. d. Although he didn't support the group, he did little to harm it.

(Answer: b; page 420) [Factual]

The NAACP 23. What is true about the early NAACP? a. It was generally a fairly conservative organization, racially. b. White leaders dominated it and financed it. c. Because of Washington’s opposition, it rarely took stands against the Jim Crow system. d. Washington's spies set it up to crush the Niagara Movement.

(Answer: b; page 420) [Factual] 24. What methods did the NAACP use to try to gain black civil and political rights? a. They worked within the court and legislative system, chipping away at discrimination, racism, and the Plessy v.

Ferguson decision. b. They attempted to use violence, secretly, several times, but abandoned it after the government began an investigation of the organization. c. They would hold huge rallies, with jazz and blues music to attract followers. d. They worked actively to discredit Washington, and to limit funding to Tuskegee.

(Answer: a; pages 420-421) [Factual]

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25. What was the significance of the Guinn v. United States case in 1915? a. It outlawed segregation on public transportation. b. It forced the law school at the University of Alabama to admit a black student. c. It overturned the grandfather clause in Oklahoma. d. It upheld several discriminatory laws restricting black voting rights.

(Answer: c; pages 420-421) [Conceptual] 26. Who formed the NAACP? Why? What did they want? How did they think they could achieve these goals? Give specific examples.

(Answer, pages 420-421) [Factual] 27. Who was the most prominent black person associated with the NAACP in the early twentieth century? a. Booker T. Washington b. W. E. B. Du Bois c. Frederick Douglass d. Harriet Tubman (Answer: b; page 421) [Factual] 28. What was true about the NAACP publication, The Crisis? a. It was generally a very conservative publication, stressing acceptance of current racial conditions. b. Edited by Du Bois, it generally contained strident language denouncing racism and demanding that blacks stand up for their rights. c. It stressed blacks’ need to obtain education in farming techniques. d. The Crisis was very short lived, since it was very radical, and was driven out of business by the government.

(Answer: b; page 421) [Factual] 29. How did Booker T. Washington feel about the NAACP? a. He liked the focus of the new organization, and worked to support it behind the scenes. b. Washington completely ignored the NAACP. c. He sent in aides and supporters to disrupt meetings, and attack Du Bois publicly. d. Washington paid judges and juries to reject NAACP arguments in court.

(Answer: c; pages 421, 423) [Factual] 30. What was the result of Washington’s scheming to destroy the NAACP? a. He was successful—the NAACP was destroyed, and only returned with the beginning of the civil rights movement in the 1950s. b. He severely damaged the NAACP, and it would not gain in members until the 1950s. c. The NAACP eventually triumphed, in goals and tactics. d. Washington was revealed as a poor leader, and lost much support among whites.

(Answer: c; page 423) [Factual]

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The Urban League 31. What was the goal of the Urban League? a. to help blacks as they moved into cities, with housing, discrimination issues, and medical care b. to prevent blacks from moving into cities c. to assist blacks moving from the city to the country with agricultural skills d. to lobby for political gains for blacks (Answer: a; page 423) [Factual]

Black Women and the Club Movement 32. How did the club movement among black women fit in with the general characteristics of the Progressive Era? What types of things did club women become involved in?

(Answer, pages 423-424) [Conceptual] 33. In what were most early black women’s clubs interested when they formed during the 1870s and 1880s? a. women’s right to vote b. the abolition of slavery worldwide c. generally, cultural, religious, and social matters d. publicizing and criticizing domestic abuse (Answer: c; page 423) [Factual] 34. What provoked the formation of the National Federation of Afro-American Women? a. black women’s boredom with simple social clubs b. black women’s anger over racism toward them by a white journalist c. the rape of a black woman by a white man in the South d. the need for middle-class black women to earn money in domestic labor (Answer: b; page 423) [Factual] 35. What was the motto of the NACW? (Answer: “lifting as we climb”; page 422) [Factual] 36. What issues provoked women into forming clubs and organizations? Why weren't men involved in these issues?

(Answer, pages 432-424) [Conceptual] 37. What was the main role of many Phillis Wheatley homes? a. They were literature clubs, studying mainly black contributions to the arts. b. They provided housing for single, black working women who were refused admittance to the YWCA. c. They were educational facilities for young children. d. They were centers to promote racial equality through protest.

(Answer: b; page 424) [Factual]

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38. What is true about black women’s support for women’s suffrage? a. Generally, since women’s clubs were very conservative, they stayed away from the controversy of political issues. b. Black women’s clubs came out against women’s suffrage. They felt that only men should exercise the right to vote. c. They had long supported the issue, and understood that political power was needed to change discrimination in America. d. Black women tended to be for suffrage only for very wealthy black women.

(Answer: c; page 424) [Factual] 39. How did black women feel about women’s suffrage? Why? (Answer, page 424) [Conceptual] 40. Who is Mary Church Terrell, and what does her life tell us about blacks at this time?

(Answer, page 422) [Conceptual]

The Black Elite 41. What was not true about the black upper-class in the early twentieth century? a. They had wealth close to that of the very wealthiest whites. b. They were often light skinned. c. They were active in very exclusive social clubs, distancing themselves from the masses of blacks. d. They were better educated than almost all other Americans of any race.

(Answer: a; page 425) [Factual] 42. What was the first college fraternity for black men?

(Answer: Alpha Phi Alpha; page 426) [Factual] 43. What was the first college sorority for black women?

(Answer: Alpha Kappa Alpha; page 427) [Factual] 44. What types of benefits did elite social organizations bring for blacks? Why were these needed?

(Answer, pages 426-427) [Conceptual]

African American Inventors 45. Who is Lewis Latimer and what does his life tell us about blacks at this time?

(Answer, page 425) [Conceptual] 46. Which of the following is true about African American inventors in the early twentieth century? a. Black inventors occasionally won in patent fights against whites. b. Black inventors always got credit for their inventions. c. Black inventors generally experienced less racism than other blacks, since science was color-blind even by this time. d. There were no black inventors at this time.

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47. What types of innovations and advancements did George Washington Carver make? What was his main field and what does this tell us about African Americans?

(Answer, page 429) [Conceptual]

Presidential Politics 48. What political party did blacks generally support in the early twentieth century? a. Republican b. Populist c. Democrat d. Blacks were split between many parties (Answer: a; page 428) [Factual] 49. What event made many southern black men think the Progressive Party might not help them gain rights in America? a. when the Progressive Party supported the repeal of the Fifteenth Amendment b. when the Progressives cheered news of each lynching in the South c. when the convention of 1912 sang the “Battle Hymn of the Republic” d. when the Progressive Party endorsed a leading member of the KKK as a candidate for president in 1912 (Answer: c; page 428) [Factual] 50. How did Woodrow Wilson act toward black people when he became president? a. Wilson was a firm believer that blacks and whites should be equal. b. Wilson held southern views about race; he segregated federal offices to avoid friction between the races. c. Although Wilson didn’t personally like blacks, he did appoint substantial numbers of them to high offices in his administration. d. Wilson did everything he could to restrict black voting rights and other political opportunities.

(Answer: b; page 428) [Factual]

Black Men and the Military in World War I 51. Discuss American foreign relations during the Wilson administrations. What consequences or effects were there during this time for blacks in the military?

(Answer, pages 428, 430) [Conceptual] 52. How did General John Pershing acquire the nickname “Black Jack”? a. He had commanded black troops in Cuba during the Spanish-American War. b. He had segregated his troops by race during the Spanish-American War. c. He had ordered several black soldiers shot for desertion. d. He was an excellent poker player.

(Answer: a; page 428) [Factual]

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53. How did most African Americans feel about entering World War I? a. Because of their past experiences, blacks criticized the war; they knew it would bring no gains for them. b. Most supported it, and many served in the armed forces as a way to demonstrate their patriotism and loyalty. c. Some blacks openly protested the war through marches and demonstrations. d. Violence broke out in many cities across the United States as blacks protested unfair drafting practices.

(Answer: b; page 430) [Factual] 54. What is true about the newly created Selective Service during WWI? a. Almost 50% of all draftees were blacks. b. About 13% of all draftees were blacks. c. Blacks were excluded from the draft. d. Only blacks were drafted during World War I. Whites signed up separately.

(Answer: b; page 430) [Factual] 55. The NAACP and black newspapers generally supported the war effort. What did they want changed for blacks in the war? a. They pushed for black officers to command black troops. b. They wanted black women to be able to serve if they wanted to. c. They wanted blacks to be exempt from service, since they had no rights at home. d. They wanted black soldiers to be exempt from taxes.

(Answer: a; page 430) [Factual] 56. How did military authorities keep Lt. Col. Charles Young, a black graduate of West Point, from commanding during WWI? a. They could not. Young won a lawsuit allowing him to keep his command. b. They had him shot in the leg by one of his white officers. c. They said that he lacked the intelligence to command. d. They forced him to retire, saying that he had high blood pressure.

(Answer: d; pages 430-431) [Factual] 57. How were most black troops during World War I used? a. Most were used as front line troops, taking the heaviest fighting so whites would not be killed in such great numbers. b. Most were used in manual labor, in building roads and as cooks. c. Black troops were not used during World War I. d. Black men most frequently became aviators, and were highly sought after for their skill and bravery.

(Answer: b; page 431) [Factual] 58. What conditions did blacks face during WWI in the American military? What did this lead to?

(Answer, pages 431-432) [Conceptual] 59. How did the French troops and people feel about black soldiers? a. The French were just as racist as white Americans, often refusing them even ammunition for their guns. b. They praised their ability and courage, and asked for more black troops. c. The French virtually ignored the blacks in France, since they were able to do so little in combat. d. The French organized and “liberated” black troops from the army, giving them asylum in France and full voting and social privileges.

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60. How did the French view black troops during WWI? What does this tell you about the nature of racism?

(Answer, page 432) [Conceptual] 61. What was Du Bois’s reaction to the outbreak of WWI? How did he feel about the war after it ended?

(Answer, page 432) [Factual] 62. What were Du Bois’s views of World War I’s effects for black people after the war? a. He thought that they demonstrated their valor, intelligence, and bravery and that it was a great success for blacks. b. He was very demoralized, and thought that he shouldn’t have supported the war so wholeheartedly. c. He was glad that black soldiers were integrated with white troops during World War I. d. He thought that blacks should have deserted the army and gone to Africa during the war.

(Answer: b; page 432) [Factual] 63. World War I was supposed to be a war “to make the world safe for democracy.” With all this language, how did Americans apply these ideals to the treatment of blacks? a. They didn’t. Americans continued to hold onto racism, and reacted violently against blacks. b. After the war, blacks gained substantial rights, as the Civil Rights Movement began in the 1920s. c. Many Americans began to question racism and its ideas after the war. d. Although the military was integrated during World War I, few other democratic changes were made.

(Answer: a; pages 430-432) [Conceptual]

Race Riots 64. What is true about violence against blacks in America around the time of World War I? a. World War I actually saw a decrease in violence against blacks as all Americans turned to support the war. b. Violence against blacks during the war was often perpetrated by blacks themselves. c. The violence expanded from the South to include the North as well. d. While violence against blacks was widespread, it was limited to the South at this time.

(Answer: c; page 432) [Factual] 65. Examine Map 16-1. Are the race riots around the time of World War I confined to a certain area? Why did these riots occur where they did?

(Answer, page 433) [Conceptual] 66. What provoked the 1906 race riot in Atlanta, Georgia? a. Republican candidates did all they could to stir up racial animosity. b. White people had been excluding blacks from coming into the city. c. Whites were embracing stereotypical views of blacks as criminals, and especially of black men as rapists of white women. d. A white sheriff accused a black man of raping a white woman.

(Answer: d; page 433) [Factual]

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67. How did Booker T. Washington react to the Atlanta Riot of 1906? a. He became an outspoken opponent of the use of violence by blacks. b. He said that black resistance would only lead to more black deaths, and urged racial harmony. c. He decided to support liberal arts education, as a way of preventing violence. d. He advocated the use of self-defense and violence in the Atlanta Riot, since blacks had been attacked first.

(Answer: b; page 434) [Factual] 68. What did the Springfield Riot of 1908 lead to? a. the imprisonment of over 300 blacks b. the creation of the NAACP c. W. E. B. Du Bois’s death at the hands of white police d. Washington being beaten by police, after he was mistaken for a rioter (Answer: b; page 434) [Factual] 69. What did many of the race riots of the early twentieth century not have in common? a. Whites were generally afraid that black newcomers would steal jobs and opportunities from them. b. Police would often contribute to the violence themselves. c. Frequently, whites would level accusations of some type of sexual misconduct against black men. d. They generally led to some sort of improvement in race relations.

(Answer: d; pages 433-437) [Conceptual] 70. What reaction did the NAACP have to the violence of the East St. Louis riot? a. The NAACP instigated the violence inadvertently after a rally. b. It condemned the violence and refused to have anything to do with the blacks in that city for some time. c. It sent members in to investigate, publicized the issues, and organized a silent march in New York City as a protest. d. They began a legal case against the mayor of the city, which resulted in the desegregation of public transportation.

(Answer: c; page 434) [Factual] 71. What prompted the Houston Riot in 1917? a. Black soldiers were disgusted over the racist treatment they received at the hands of the police in the segregated city. b. Houston police raped a young black woman. c. Houston police killed a small black child. d. Blacks in the city burned city hall in an attempt to protest racism and discrimination.

(Answer: a; pages 434-435) [Factual] 72. What role did police play in many of the race riots, including those of Chicago, Elaine, and Houston? a. Police generally tried to assist the blacks in any way they could. b. Police tried to be neutral enforcers of the law. c. They were often either the cause of the trouble, or helped the rioters. d. Police completely ignored the riots, allowing violence to go unchecked for some time before stepping in.

(Answer: c; pages 434-436) [Factual] 73. What common factors influenced the race riots around WWI? Discuss several of the riots. What is unique about each? What were the effects of each?

(Answer, pages 432-437) [Conceptual]

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The Great Migration 74. What is true about black migration between 1910 and 1940? a. Quite a few blacks migrated, but not as many as had after the Civil War. b. Blacks were unable to migrate because of strict laws in the South forbidding this. c. Black migration was usually limited to black women only, since men could find no jobs. d. About 1.75 million blacks left the South, doubling the population of blacks outside that region.

(Answer: d; page 437) [Factual] 75. What types of reasons did blacks have for moving during the early twentieth century? What did they find when they arrived at their destinations?

(Answer, pages 437-439) [Factual] 76. Which of the following is true about black migration destinations? a. Black migration was generally evenly split between the North and California. b. Many black families moved several times before settling down. c. Black migrants universally found “heaven” in their destinations. d. Black families almost always moved to Florida first, and then to other places.

(Answer: b; page 439) [Factual]

Northern Communities 77. Examine Map 16-2. Where did the majority of blacks continue to reside, even after “The Great Migration”?

Why? (Answer, page 439) [Conceptual] 78. What is true about segregation in the North? a. The North was not segregated by race at all. b. Segregation and discrimination against blacks was worse in the North than the South. c. Although the North had laws against discrimination of blacks, enforcement was often overlooked. d. The North's segregation laws only allowed certain facilities, like water fountains and bathrooms, to be segregated.

(Answer: c; page 440) [Factual] 79. What did blacks find advantageous in Chicago? a. an area where no other blacks had come yet, so the area was open to settlement b. some political influence, including black politicians at the local, state, and national levels c. a complete lack of racial tension over jobs and housing d. several black politicians, including a black mayor in the early 1900s (Answer: b; page 441) [Factual] 80. What initially drew many blacks to the Harlem area of New York City? a. The area had been a way station on the underground railroad, and it had a vibrant history of black protest. b. Because builders were unable to sell to whites, they sold to blacks to avoid bankruptcy. c. They were forced into the area by whites who wanted them out of more expensive areas. d. For almost a century, the area had numerous powerful black politicians.

(Answer: b; page 441) [Factual]

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81. What was the purpose of the Harlem Property Owners’ Improvement Corporation? a. Blacks were attempting to get improvements made to their homes, and to get the city to furnish them with public services like garbage pickup. b. Whites were attempting to keep blacks out of Harlem. c. Blacks were attempting to gain voting rights in that area. d. Blacks and whites came together to work for educational opportunities for their children.

(Answer: b; page 441) [Factual] 82. What area became known as the “Negro Capital of the World”? a. Chicago b. Philadelphia c. Charleston, South Carolina d. Harlem, New York City (Answer: d; page 442) [Factual] 83. What specific conditions did blacks face in the neighborhoods of Chicago and Harlem? How were they similar or different?

(Answer, pages 441-442) [Conceptual] 84. Examine Map 16-3. How did the African-American population expand geographically in Harlem in the years from 1910 to 1930? Why did African Americans decide to live in Harlem?

(Answer, page 442) [Conceptual] 85. What was true about job opportunities for black men and women after migration? a. Black men were often refused work in even unskilled jobs. b. Black women had more opportunities, since northern industries were so desperate for labor. c. Some young black women were drawn into prostitution to make a living. d. Both black men and black women generally had the same opportunities.

(Answer: c; pages 442-443) [Factual] 86. What types of effects did migration and urban life have on black families at this time?

(Answer, pages 442-443) [Conceptual]

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CHAPTER SEVENTEEN: AFRICAN AMERICANS AND THE 1920s IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Brotherhood of Sleeping Car Porters Universal Negro Improvement Association Red Scare Pan-Africanism The Harlem Renaissance National Negro League

OBJECTIVE/ANALYTICAL QUESTIONS Strikes and the Red Scare 1. What made many Americans fear that communism might spread to the United States in 1919 and 1920? a. arrests of thousands of known communists, who had been plotting the overthrow of the government at that time b. the success of communism in Canada during the 1920s c. widespread labor strikes and agitation, as well as the success of communist forces in the Soviet Union d. concern about communism in England spreading to the United States (Answer: c; page 453) [Conceptual] 2. What does the case of Sacco and Vanzetti tell us about America in the early 1920s? a. Communism was widespread in America, and justice officials acted quickly to stop it. b. Many felt their conviction and execution had more to do with xenophobia than legal evidence that they had been involved in a crime. c. Black men were treated very poorly in the American justice system. d. Blacks were the primary ethnic group who suffered discrimination in the 1920s.

(Answer: b; page 453) [Conceptual] 3. What was the general atmosphere of the early 1920s? What groups in addition to blacks suffered because of this atmosphere?

(Answer, page 453) [Conceptual]

Varieties of Racism 4. What is true about academic studies and academic views of race in the 1920s? a. Many scholars and writers were beginning to denounce the ideas of racism and white supremacy. b. Prominent scholars published numerous books warning about the threat to America from immigrants, and the dangers of “diluting” the white race. c. Many academic reports were beginning to accept that blacks and whites were equal. d. Academic studies tended to avoid controversy during the 1920s, especially the issues of race.

(Answer: b; page 453) [Factual]

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5. What did the film, Birth of a Nation, depict? a. an incredibly racist view of blacks as either ignorant or rapists, along with a glorification of the Ku Klux Klan b. the American Revolution, seen through the eyes of a black slaver c. Birth of a Nation was the first film directed, written, and produced by blacks. It attempted to glorify black contributions during World War I d. an accurate, although somewhat romanticized, portrayal of Reconstruction (Answer: a; page 453) [Factual] 6. What was not a popular reaction to the film, Birth of a Nation? a. The NAACP protested it for stereotyping blacks. b. It was enormously popular among American audiences. c. The film occasionally incited white violence against blacks. d. The film encouraged students to study the American Revolution.

(Answer: d; pages 453-454) [Factual] 7. How were the ideas of racism in the 1920s reflected in popular culture, like literature and the movies?

(Answer, pages 453-454) [Conceptual] 8. How did the NAACP react to Birth of a Nation? What happened?

(Answer, page 454) [Factual] 9. What organization reemerged shortly after the release of the movie, The Birth of a Nation? a. NAACP b. Ku Klux Klan c. Actors Against Racism d. the first motion picture rating organization (Answer: b; page 454) [Factual] 10. How was the Klan of the 1920s different from the Reconstruction Klan? a. The Klan in the 1920s was violent, when the Reconstruction Klan generally was not. b. The Klan of the 1920s expanded their hate targets to include Catholics, Jews, and immigrants as well as blacks. c. The Klan of Reconstruction was more of a political power. d. .The Klan was able to run a viable candidate for president in 1924.

(Answer: b; page 454) [Conceptual] 11. What led to the decline of the Klan? a. People across the country began to see them as common terrorists. Many began to denounce their ideas of racism. b. One Klan leader was convicted of raping a young white woman, when the Klan was supposedly committed to protecting white women from danger. c. The Great Depression limited income, and many whites could not afford the expensive membership. d. The Supreme Court declared them a dangerous, subversive organization.

(Answer: b; pages 454-455) [Factual]

Protest, Pride, and Pan-Africanism: Black Organizations in the 1920s 12. How did blacks respond to the prevalent racism during the 1920s?

(Answer, page 455) [Conceptual] 159 ..

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13. What man was very important in greatly expanding the membership of the NAACP through the 1920s? a. James Weldon Johnson b. W. E. B. Du Bois c. Marcus Garvey d. Booker T. Washington (Answer: a; page 455) [Factual] 14. What was the ultimate result of the Dyer anti-lynching bill? a. It was the first piece of legislation to actually make lynching a federal crime, and greatly slowed down those crimes. b. It was so unpopular that it was never even allowed to be discussed in the House. c. Although the NAACP gained publicity for the anti-lynching crusade, the bill ultimately failed. d. Although it passed with flying colors, it was a very weak law, and had no effect on slowing the tide of lynching.

(Answer: c; page 455) [Factual] 15. What do the activities of the NAACP regarding “white primaries” and in the Sweet case tell us about their tactics during the 1920s? a. The NAACP was more likely to get involved in violent protest. b. The NAACP continued to use the court system to gain changes and civil rights in America. c. The NAACP was adopting more strident demands for blacks to move to Africa. d. .The NAACP refused to take a clear stand on race issues, instead tending to follow white politicians at this time.

(Answer: b; page 455) [Conceptual] 16. What kind of activities did the NAACP rely on to improve the situation of blacks during the 1920s? Give specific examples.

(Answer, pages 455-456) [Factual] 17. Who is James Weldon Johnson, and what does his story tell us about blacks in America?

(Answer, page 457) [Conceptual] 18. What benefits did Marcus Garvey and his ideas bring to many black people? a. His organization brought direct economic benefits, providing a minimum income to all members, regardless of class or race. b. Garvey brought spiritual salvation to his followers, as he was primarily a Baptist minister. c. His ideas brought an opportunity to celebrate their culture, history, and heritage in a world that generally saw them as inferior or meaningless. d. Garvey brought few benefits to his members, as his organization was always very small and extreme.

(Answer: c; page 456) [Factual] 19. What author influenced Garvey’s early ideas about changing the situation of blacks? a. W. E. B. Du Bois b. Teddy Roosevelt c. Frederick Douglass d. Booker T. Washington (Answer: d; page 456) [Factual]

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20. What organization did Marcus Garvey form in Jamaica in 1914? a. Universal Negro Improvement Association b. NAACP c. World Negro Association d. Congress of Racial Equality (Answer: a; page 456) [Factual] 21. What was not true about Marcus Garvey and his ideas? a. Garvey was often very critical about blacks, blaming them for slavery and lack of education and rights. b. Garvey was very poorly educated, since he grew up in Jamaica, and left school at 14. c. Garvey began to identify himself with Jesus Christ. d. Garvey actually relied on leading whites for his main ideas about racial improvement.

(Answer: b; pages 456-459) [Factual] 22. For what proposal is Garvey best remembered? a. establishing the Black Star Line, a group of steamships that were supposed to help blacks get back to Africa b. filing legal cases against the system of segregation c. setting up numerous schools for young black children in New York d. forcing many blacks to enlist in his army, and fight New York policemen on a daily basis (Answer: a; page 458) [Factual] 23. Garvey wanted to establish a settlement in Liberia. What stopped him? a. He never had significant support from any blacks for his organization. b. The American, British, and French governments blocked his requests to the League of Nations, since they wanted to maintain power for themselves. c. He changed his mind after making a trip to Liberia and seeing the conditions there. d. He was assassinated by a member of the KKK before he could put his plan into effect..

(Answer: b; page 459) [Factual] 24. How did other black leaders, like W. E. B. Du Bois and A. Philip Randolph, view Garvey? a. They were very excited about his ideas, and supported him wholeheartedly. b. They ignored him and his organization, since it was so small and insignificant. c. They tended to support him, but only when his ideas mirrored theirs. d. They continually denigrated him and his ideas, calling him dangerous and a fool.

(Answer: d; page 459) [Factual] 25. How did Garvey react to the KKK? a. He praised the organization as being the only honest white men in America. b. He worked to get them imprisoned as murderers and rapists. c. He filed a court case to try to take their property as compensation for violence committed. d. He worked with them sometimes, when he thought additional violence would bring him new members.

(Answer: a; page 459) [Factual] 26. Who was Marcus Garvey? What was his background? What views did he have about improving the situation of blacks in America? How was he different from other black leaders?

(Answer, pages 456-459) [Conceptual]

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27. How did the government and other black leaders react to Marcus Garvey and his ideas?

(Answer, page 459) [Factual] 28. What 1960s civil rights leader was very influenced by Garvey, and continued promoting some of his ideas? a. Martin Luther King, Jr. b. Malcolm X c. Bayard Rustin d. Jesse Jackson (Answer: b; page 459) [Factual] 29. How did the African Blood Brotherhood differ from Garvey’s UNIA? a. The two groups really didn’t differ in any significant way. b. The African Blood Brotherhood members were first-generation immigrants from Africa. c. The African Blood Brotherhood rejected capitalism and Christianity. d. The UNIA was devoted to violent action against whites.

(Answer: c, page 459) [Conceptual] 30. Why were black leaders so interested in Africa? What did it mean to each of them? What had been happening in Africa by the early twentieth century?

(Answer, pages 459-460) [conceptual] 31. What did Du Bois and Garvey, as well as other black leaders, have in common? a. very little—they differed on just about every issue during the time b. they all accepted segregation in America c. a great interest in Africa, and trying to improve or eliminate colonial rule there d. they all thought that working through the court system was the best way to win rights for blacks (Answer: c; page 459) [Conceptual] 32. What did Du Bois ask for at the first Pan-African Congress? a. the creation of a central black nation, but he did not demand the immediate withdrawal of the Europeans b. that Africans come to America and help African Americans gain rights c. that Africa begins a communist revolution to support the Soviet Union d. that countries in Africa work toward taking over a state within America (Answer: a; page 460) [Factual]

Labor 33. What is true about the occupations of black people after World War I and the great migration? a. A great majority of blacks were now employed in industrial trades. b. Almost all black industrial workers were union members. c. Most black people were still employed in agricultural work or domestic service. d. Many African Americans had college educations and were employed as managers of businesses.

(Answer: c; pages 460-461) [Factual]

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34. Why was the Pullman Company an early area for black labor organizing? a. They provided the lowest wages available for any blacks. b. By the 1920s, it was the largest employer of black people in America. c. They utilized blacks’ educational skills very well, in engineering and developing technology for railroads. d. They were generally not discriminatory, and allowed blacks great freedom in their jobs.

(Answer: b; page 462) [Factual] 35. What types of difficulties or discrimination did Pullman porters not face? a. Customers called all porters by the same name, regardless of their real name. b. They often had to purchase supplies and uniforms themselves. c. They were paid less than white workers, and were required to complete some job duties without pay. d. They often were discriminated against within the black community, as porters were considered lowly..

(Answer: d; page 462) [Factual] 36. How did Pullman porters react to the difficulties of their jobs? a. They did not. Pullman porters were generally very uneducated, and did not know how to change their situation. b. Pullman porters formed a union, with A. Philip Randolph as the leader, to improve their situation. c. The porters staged sit-ins and demonstrations to protest their difficulties. d. The porters tried to work behind the scenes, very quietly, to try to get helpful legislation passed by Congress.

(Answer: b; page 462) [Factual] 37. Why did the Pullman porters organize into a union? What difficulties did they face in their union activities?

(Answer, pages 462-463) [Conceptual] 38. Who supported the Brotherhood of Sleeping Car Porters union? Who opposed them? What event led to some gains for the union?

(Answer, page 462) [Factual] 39. What was A. Philip Randolph’s political orientation? a. Socialist b. Republican c. Democrat d. He tended to vote for whoever would support blacks.

(Answer: a; page 462) [Factual] 40. What organization was Randolph asked to lead in 1925?

(Answer: Brotherhood of Sleeping Car Porters; page 462) [Factual] 41. How did the Pullman Company respond to Randolph’s attempt to make gains for the porters? a. Since they realized the union represented all of their porters, they had no choice but to give in to some demands. b. The Pullman Company fired those who were in the union, and established their own company union. c. The company gave the workers more dignity, when management adopted the slogan “Service not servitude.” d. None of these answers are correct.

(Answer: b; page 462) [Factual]

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The Harlem Renaissance 42. What was the “Harlem Renaissance”? a. an outpouring of literary and artistic work from blacks during the 1920s b. a brief time when blacks in Harlem had equal social rights to whites during the 1920s c. the name given to the time period when Harlem was growing larger, and getting more black institutions d. a time when historical buildings in Harlem were given great attention (Answer: a; page 463) [Factual] 43. What was true about the formal education of many of the black writers and artists of the Harlem Renaissance? a. They were generally very poorly educated, and yet made great strides in art and literature. b. Many of them went to very elite schools, at a time when any college education was rare. c. They had a high school education generally, but little else. d. They generally felt that education for blacks was useless, since they were confined to menial jobs.

(Answer: b; page 465) [Factual] 44. What did authors like Jessie Fauset and W. E. B. Du Bois think the purpose of black literature should be? a. to promote a positive image of blacks, and help resolve racial conflicts b. to be very political, and stay away from fiction or imagined situations c. that art should portray ordinary, even poor black people, with their good and bad sides d. that art should be an expression of black nationalism, like Garvey was expressing (Answer: a; page 466) [Factual] 45. What did authors like Langston Hughes and Zora Neale Hurston think the purpose of black literature should be? a. to promote a positive image of blacks, and help resolve racial conflicts b. to be very political, and stay away from fiction or imagined situations c. that art should portray ordinary, even poor black people, with their good and bad sides d. that art should be an expression of black nationalism, like Garvey was expressing (Answer: c; page 466) [Factual] 46. How did black authors disagree over the role of literature in black life? Which side would you have agreed with?

(Answer, page 466) [Conceptual] 47. Discuss several Harlem Renaissance authors’ views about racial issues within black society.

(Answer, pages 464-467) [Factual] 48. What idea did works like Color Struck and The Blacker the Berry . . . reflect? a. Blacks, if given the opportunity, could excel in America. b. Many black people also had color prejudices against darker-skinned blacks. c. Slaves were constantly beaten, and degraded. d. Most black intellectuals were leaning toward communism as a solution to black problems.

(Answer: b; page 467) [Conceptual]

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49. What was the “Niggerati,” according to Zora Neale Hurston? a. white people who read and supported black literature b. her black literary colleagues during the Harlem Renaissance c. white racists d. blacks who were racist against darker-skinned blacks (Answer: b; page 467) [Factual] 50. What role did white women like Amy Spingarn and Charlotte Osgood Mason play in the Harlem Renaissance? a. They were patrons, helping fund writers’ works, but they also tried to direct their efforts. b. They were racist young women, who attempted to find every way possible to stop blacks from writing. c. They were competing authors, who generally beat out Harlem Renaissance artists for publishing opportunities. d. They were wives of influential congressmen, who had black artists’ works read in the White House.

(Answer: a; page 467) [Factual] 51. What role did whites play in the Harlem Renaissance?

(Answer, pages 467-468) [Conceptual] 52. How was black and white entertainment different in Harlem? Give examples.

(Answer, pages 468-469) [Conceptual] 53. Why did the Harlem Renaissance end? a. Racists began an influential campaign against the art and literature. b. The great artists of the period began to die off. c. The Great Depression devastated book sales across the country. d. Artists’ disagreements over the role of literature became very heated, and they split apart.

(Answer: c; page 468) [Factual]

Harlem and the Jazz Age 54. Which was the most famous Harlem nightspot? a. Ellington’s b. The Cotton Club c. Connie’s Inn d. Sugar Cane (Answer: b; page 468) [Factual] 55. What was true about the Cotton Club? a. It was generally a black club, with few whites allowed in. b. Blacks performed there, but were not allowed entrance as customers. c. It was known for its interracial character, and its anti-discriminatory policies. d. It was not very popular, since it was in Harlem, and whites were afraid to travel there.

(Answer: b; page 468) [Factual]

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56. What was a difference between white and black clubs in Harlem? a. The black clubs were less expensive. b. The white clubs refused to allow blacks to come in as customers. c. The white clubs often had bands playing in smoke-filled rooms, while the black clubs would have elaborate dance numbers. d. Some black clubs stayed open past 3am.

(Answer: d; page 469) [Conceptual] 57. Who is Bessie Smith, and what does her story tell us about blacks in America?

(Answer, page 470) [Conceptual] 58. Which of the following was a play written by black playwrights? a. Chocolate Dandies b. Emperor Jones c. Othello d. Porgy and Bess (Answer: a; page 469) [Factual]

Sports 59. How did the New York Giants’ (baseball) manager attempt to get a black man into baseball? a. by having him wear makeup over his skin b. by describing him as the best baseball player he had ever seen c. by filing a legal suit against the league for discrimination d. by describing him as a Native American, rather than a black person (Answer: d; page 471) [Factual] 60. Which of the following was not true about blacks in baseball? a. Black leagues were often very disorganized, and would come and go quickly. b. Blacks often made very little money. c. Blacks had to move around a lot to play games. d. Generally, at this time, blacks far preferred basketball to baseball.

(Answer: d; page 471) [Factual] 61. Who was Andrew “Rube” Foster? a. a black pitcher during the 1910s b. the man behind the formation of the Negro National League c. founder of the Chicago American Giants d. all of these answers are correct (Answer: d; page 471) [Factual] 62. Which of the following is not true about amateur sports during the 1910s and 1920s? a. Black players on white teams rarely encountered discrimination from fans or other athletes. b. They were more rigidly segregated than professional sports. c. Amateur sports at black colleges were very popular and well attended. d. Amateur sports were almost nonexistent: they died out before 1900.

(Answer: b; pages 471-472) [Conceptual]

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63. What were some difficulties blacks in professional and amateur sports faced during the 1920s?

(Answer, pages 4671-472) [Conceptual] 64. Were black sporting events successful or not? Why or why not?

(Answer, pages 471-472) [Conceptual]

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CHAPTER EIGHTEEN: BLACK PROTEST, THE GREAT DEPRESSION, AND THE NEW DEAL IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Roosevelt’s “black cabinet” National Negro Congress Tuskegee Study

OBJECTIVE/ANALYTICAL QUESTIONS The Cataclysm, 1929-1933 1. Which of the following was not a primary cause of the Great Depression? a. the stock market crash b. corporations running unchecked by government regulation c. a weak international trading system d. inequalities in the distribution of wealth in America (Answer: a; pages 480-481) [Conceptual] 2. Which of the following is true about farming during the Great Depression? a. Consumer demand fell, but production rose, generating great drops in prices. b. Consumer demand for some products rose, but farmers were unable to produce more. c. Farmers were not hit very hard during the Depression, since they were self-sufficient. d. Farmers actually saw their income rise over the course of the Depression.

(Answer: a; page 481) [Factual] 3. How did black unemployment in large cities compare with the national unemployment rate? a. Black unemployment was lower. b. Black unemployment was higher. c. Black unemployment was at the national average. d. No statistics were kept on black unemployment during the time, since the government did not consider them to be very important.

(Answer: b; page 481) [Factual] 4. Why were black women often affected more than black men during the Depression? a. Black women generally lacked the high level of education of men. b. White families could not afford domestic help during the Depression, or could get it at almost no cost at all, since some black women were so desperate. c. The only jobs available during the Depression were skilled jobs, which black men were more prepared for than women. d. Black women had to stay at home and take care of their children.

(Answer: b; page 482) [Conceptual]

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5. How did the Depression affect black workers? What differences were there between difficulties for blacks in the North and in the South? What skills did blacks use or develop in order to survive?

(Answer, pages 480-483) [Conceptual] 6. What was the “Bronx Slave Market”? a. an area in New York where white racists tried to re-institute the slave trade b. an area in New York were black men could go to get jobs, which paid very little c. an area in New York where white women could very cheaply obtain day help from black women d. a play by Langston Hughes about the difficulties of black life (Answer: c; page 482) [Factual] 7. What was generally not a characteristic of black society during the Great Depression? a. Many blacks emerged from the Great Depression owning little other than their bodies. b. Blacks often refused to help others, since they barely had enough money or resources to even feed their families. c. Women frequently would trade or share goods or services to get by. d. Blacks actually made substantial gains in civil rights, since whites were preoccupied with the economy.

(Answer: b; page 482) [Factual] 8. What does the story of the Binga Bank tell us about blacks during the Great Depression? a. Some blacks were financially ruined through their attempts to help their community and other blacks. b. Some black businesses were able to succeed even with the difficulties of the Great Depression. c. Some blacks would turn on each other during the crisis for their own economic gain. d. Black owned businesses could be very corrupt.

(Answer: a; page 482) [Conceptual] 9. What does the story of the Atlanta Life Insurance Company tell us about blacks during the Great Depression? a. Some blacks were financially ruined through their attempts to help their community and other blacks. b. Some black businesses were able to succeed even with the difficulties of the Great Depression. c. Some blacks would turn on each other during the crisis for their own economic gain. d. Black owned businesses could be very corrupt.

(Answer: b; page 483) [Conceptual] 10. How were elite blacks affected by the Depression? Give examples. How was their situation similar to or different from poor blacks?

(Answer, pages 482-484) [Conceptual] 11. How were relief programs handled before the Great Depression? a. through private charities and individuals b. through the federal government c. no charities or relief effort existed before the Great Depression d. generally, cities had very extensive systems of aid to help the poor and unemployed (Answer: a; page 484) [Factual]

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12. Why did President Hoover do very little during the Great Depression to alleviate poverty? a. He was actually a very active president, but Congress refused to pass the huge variety of relief programs he proposed. b. He believed that government, when it acted, should help the wealthy and big businesses only. c. He strongly believed that individuals or charities, not the government, should help alleviate poverty. d. Hoover was only president for the first few months of the Great Depression.

(Answer: c; page 484) [Factual] 13. Why could Hoover not solve the problems of the Great Depression? What solutions did he offer?

(Answer, pages 484-485) [Conceptual] 14. How did Hoover deal with African Americans during the Great Depression? a. Hoover was actually a great friend to African Americans, but was never able to get his appointments through Congress, since they blamed him for the economic problems. b. Hoover wanted an all-white Republican Party in the South, and tried to appoint a racist to the Supreme Court. c. Hoover ignored blacks, paying absolutely no attention to them at all. d. Hoover made several visits to the South to look into black problems, but refused to do anything concrete about them.

(Answer: b; pages 484-485) [Factual]

Black Protest during the Great Depression 15. What did W. E. B. Du Bois begin to criticize the NAACP for in 1934? a. not filing enough legal cases to end segregation b. being too divided and not helping Marcus Garvey before he was deported c. not putting enough emphasis on economic development for blacks d. for their record of violent protest against segregation (Answer: c; page 485) [Factual] 16. How was the NAACP being criticized by its own members during the 1930s? What results occurred because of this criticism?

(Answer, page 485) [Conceptual] 17. Who was central to the NAACP’s effectiveness during the 1930s in chipping away at segregation through the court system?

(Answer: Charles Hamilton Houston; page 486) [Factual] 18. What was Houston’s legal focus? a. He wanted to file cases to completely eliminate segregation directly. b. He wanted to gain an amendment to the constitution allowing black women to vote. c. He tried to force the South to equalize facilities, especially in education. d. Houston wanted to allow segregation, but force whites to allow economic progress.

(Answer: c; page 486) [Factual]

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19. Why did Houston and Thurgood Marshall focus on gaining blacks access to professional and graduate schools? a. They desperately needed more lawyers. b. The inequalities were very obvious; almost no graduate facilities existed for blacks in the South. c. Black graduate schools had been outlawed by many southern states. d. Blacks could only get high paying, top jobs in corporations with graduate degrees.

(Answer: b; pages 486-487) [Factual] 20. What did the NAACP’s fight over the Terrell law demonstrate? a. That racism was so entrenched in Texas that public schools could be completely shut down rather than accept black children. b. That lynching could be legalized in several southern states. c. That local and community involvement in NAACP activities was very important. d. That whites would refuse to accept limits on the KKK’s activities.

(Answer: c; page 487) [Conceptual] 21. Why did the all-white primary law disfranchise black voters in Texas, when they could still vote in the general election? a. It did not allow any blacks to vote in the general election, either. b. It limited the political candidates to whites, so blacks had few options for improvement. c. Texas was so heavily Democratic that the only really contested election was the primary race. d. It took all black businesses away, so blacks had no financial base to campaign for offices.

(Answer: c; page 487) [Factual] 22. What case ended the all-white primary strategy altogether? a. Nixon v. Herndon b. Smith v. Allwright c. White v. The State of Texas d. Brown v. Board of Education (Answer: b; page 487) [Factual] 23. What was the Terrell law? What effect did it have on blacks? Why was Smith v. Allwright such a big victory for the NAACP? (Answer, page 487) [Conceptual] 24. Which of the following is true about the role of black women in the NAACP? a. Black women were excluded from the NAACP until the 1950s. b. Because they had no political power, they had very little to do with the organization. c. Black women often made huge contributions through organizing and fundraising. d. Black women were only allowed to lead children’s branches of the NAACP. (Answer: c; page 487) [Factual] 25. What was the focus of the legal team of the NAACP? Why did they focus on these issues? What results did they get?

(Answer, pages 486-487) [Conceptual]

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26. Discuss the cases of Gaines v. Canada, Sipuel v. Board of Regents of the University of Oklahoma, and Sweatt v.

Painter. What were the results of these cases for the NAACP? For the individual blacks involved? What does this tell us about the Supreme Court at the time?

(Answer, page 487) [Conceptual] 27. What first was accomplished by Juanita E. Jackson? a. She was the first black woman admitted to practice law in Maryland, and through her legal cases helped destroy segregation. b. She was the first woman to gain a recording contract with a major white label. c. She was the first black doctor in the state of Georgia, although she was never allowed to practice. d. She was killed by whites after having an affair with a white married man.

(Answer: a; pages 487-488) [Factual] 28. What was a goal of the Detroit Housewives’ League, and housewives’ leagues established in other cities? a. to gain women the right to vote b. to help increase black economic opportunity through directing black women’s purchasing power c. to help children have cleaner schools d. to gain equal pay for teachers in black schools (Answer: b; page 488) [Factual] 29. What influence did black women have in community organizing? What types of things did they do?

(Answer, pages 487-488) [Factual]

African Americans and the New Deal 30. How was Roosevelt able to get elected in 1932 and 1936? What groups voted for him?

(Answer, page 489) [Factual] 31. How did black voting patterns begin to change after the first election of Franklin Delano Roosevelt? a. Blacks continued to stay with the Republican Party, the party of Lincoln. b. Blacks began to shift to the Democratic Party. c. Blacks briefly formed their own separate party, just as they had formed separate churches and other institutions. d. Blacks split over Roosevelt, with their support about evenly divided between him and Hoover in 1936.

(Answer: b; page 489) [Factual] 32. How was Roosevelt unlike Hoover in his attempts to end the Great Depression? a. Roosevelt merely implemented the changes Hoover wanted to put through. b. Roosevelt had very bright people working for him. c. He proved very flexible, and willing to experiment with new changes and ideas. d. Roosevelt was very committed to black rights, and worked consistently through his presidency to gain rights for blacks.

(Answer: c; page 489) [Conceptual]

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33. How was the Agricultural Adjustment Act unevenly implemented? a. Control of AAA money was left to national boards. b. White landlords often gave the money to more subservient blacks, rather than all their tenants. c. White landlords sometimes evicted tenants from their land during the Great Depression. d. Blacks were actually given first choice at AAA funding.

(Answer: c; page 489) [Factual] 34. How did the AAA benefit blacks? a. It did not—it generally only benefited white landowners. b. It poured huge amounts of money into the area in which many were employed. c. It provided food for blacks in the cities. d. It helped to reopen banks after the crisis, and get savings returned to black investors.

(Answer: b; page 489) [Factual] 35. What is true about the National Industrial Recovery Act’s effect on black Americans? a. The NIRA had no effect on blacks, since its provisions only covered white industries. b. The NIRA had a very positive effect, since it was able to completely eliminate racism within unions. c. The NIRA was favored by black leaders, but struck down by the Supreme Court as unconstitutional. d. When the NIRA increased wages, employers fired blacks in order to be able to hire whites.

(Answer: d; page 490) [Factual] 36. Which of the following was not a New Deal welfare program? a. the Civilian Conservation Corps b. the Civil Works Administration c. the National Labor Relations Act d. the Federal Emergency Relief Administration (Answer: c; pages 489-490) [Factual] 37. What was a problem with the Civilian Conservation Corps? a. It only employed whites. b. It employed few blacks in segregated camps. c. It paid whites and blacks the same amount, and provoked violent riots among many white workers. d. Many workers were made sick because of the focus on urban, industrial work in the CCC. (Answer: b; page 490) [Factual] 38. Discuss some of the New Deal programs. How did they have an uneven effect across race lines?

(Answer, pages 489-490) [Conceptual] 39. How did welfare programs help blacks? How were they discriminatory?

(Answer, pages 489-490) [Conceptual] 40. Who was black people’s main ally within the Roosevelt administration? a. Franklin Roosevelt himself b. no one; the Roosevelt administration was very unfriendly to blacks c. Eleanor Roosevelt d. Harry Truman (Answer: c; page 491) [Factual] 173 ..

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41. Who was the biggest supporter of black rights in the Roosevelt administration? What did this person do to demonstrate support?

(Answer, pages 490-491) [Factual]

The Rise of Black Social Scientists 42. What was the role of the “Black Cabinet”? a. They were token blacks in the administration; they had no real power. b. They helped the president formulate policy with respect to the Great Depression. c. They helped reorganize the university system of the United States to eliminate segregation. d. They pressured the president and other governmental agencies to create color-blind policies.

(Answer: d; page 491) [Factual] 43. Who is Mary McLeod Bethune and what does her story tell us about blacks at this time?

(Answer, page 495) [Conceptual] 44. What did many blacks think the role of social sciences was during the Great Depression? a. Many thought it should provoke additional research and thought only, but stay away from political issues. b. Many intellectuals thought that they might improve race relations. c. Blacks refused to get into social sciences during the Great Depression, as it was dominated by racist whites. d. The social sciences would prove that racism, and the inferiority of blacks, was an accurate view.

(Answer: b; page 492) [Factual] 45. Other than through government programs, how did blacks gain during the New Deal?

(Answer, pages 491-493) [Factual] 46. What happened to much First New Deal legislation during the Great Depression? a. The Supreme Court declared much of it unconstitutional. b. Blacks were able to get it repealed. c. White supremacists worked against it, since it benefited blacks. d. Franklin Roosevelt changed his mind and decided to stop reforming the United States.

(Answer: a; page 493) [Factual] 47. Which of the following programs was not initiated during the Second New Deal? a. Social Security Act b. the Civilian Conservation Corps c. the Federal Art Project d. FDR couldn’t get the support to begin any programs during the Second New Deal (Answer: b; pages 493-495) [Factual] 48. What was significant about the 1936 presidential election? a. Black voters outside the South shifted in significant numbers to the Democratic Party. b. Fewer blacks than ever voted, since violence and intimidation tactics were rampant. c. Black voters inside the South shifted to the Republican Party. d. Whites refused to vote for Roosevelt, because of his overwhelming support for black issues.

(Answer: a; page 493) [Conceptual] 174 ..

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49. Why did blacks shift to the Democratic Party beginning in 1936?

(Answer, pages 493-494) [Factual] 50. Who was the first black Democrat to ever win a House of Representatives seat?

(Answer: Arthur W. Mitchell; page 493) [Factual] 51. Which of the following was a reason for blacks to move over to the Democratic Party during the 1936 election? a. Blacks felt that Roosevelt had been doing more for them than any other president. b. Blacks wanted to support the Democratic Party, especially in the South. c. Blacks actually didn’t begin to support the Democratic Party until after World War II. d. Blacks hoped to continue the dramatic gains made during the 1920s in civil rights.

(Answer: a; pages 493-49) [Factual] 52. How did many whites react to the increased presence of blacks in the Democratic Party? a. Whites accepted the blacks, as long as they stayed in subordinate positions. b. Some southern whites were infuriated, and actually walked out of the presidential convention when blacks spoke. c. Whites began to organize violent action in the presidential convention hall to get rid of blacks. d. Blacks were not formally allowed to participate in the Democratic Party at all.

(Answer: b; page 494) [Factual] 53. What was a problem with the administration of the Works Progress Administration? a. It was limited completely to whites, as a compromise to southern congressmen. b. It never had any money to spend on jobs programs, and was limited by a small staff. c. The WPA was limited to only about 1000 jobs for those who had been upper middle class before the Depression. d. The WPA was actually administered far more equally than previous programs. It helped many black families.

(Answer: d; page 496) [Factual] 54. Which of the following was not a program of the WPA? a. a program to employ black writers and actors b. giving food to hungry blacks and whites c. a program to help collect stories of slavery d. a program to put people to work building roads, hospitals, and other public buildings (Answer: b; pages 496) [Factual]

Organized Labor and Black America 55. How did the relationship between African Americans and labor unions change during the 1930s? Why? Discuss gender differences in labor organizing.

(Answer, page 497) [Conceptual] 56. How did the relationship between African Americans and labor unions change during the 1930s? a. It did not—labor unions remained completely hostile toward blacks. b. Labor unions actually became more hostile toward blacks, since jobs were so scarce. c. In the 1930s, more labor unions allowed blacks membership, and some even began integrated unions. d. The government forced unions to accept any black during the 1930s.

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57. Why did John L. Lewis form the Committee for Industrial Organization? a. He was angry that the AFL refused to incorporate unskilled workers into its ranks. b. He wanted to gain power for himself, and make a bid for the presidency in 1940. c. He did not like the AFL’s new policy of including blacks, and wanted an all-white organization. d. He was a very conservative Republican, and thought that labor unions were becoming too liberal.

(Answer: a; page 497) [Conceptual] 58. How did the Railway Labor Act amendments of 1934 affect the Brotherhood of Sleeping Car Porters? a. It completely destroyed the union, since it said that black people had no right to organize into unions. b. Its provisions eventually forced the Pullman Company to recognize the union and bargain with it in good faith. c. It had no effect on blacks, since it failed to include any provisions about unions. d. It said companies had to bargain with unions, but was so weak it never had any real effect.

(Answer: b; page 497) [Factual] 59. What industry saw substantial union organizing among black women? a. tobacco b. iron works c. cotton farming d. domestic workers (Answer: a; page 497) [Factual] 60. How were jobs allocated in the tobacco industry? a. Overall, they were allocated pretty fairly—all positions were given out according to skills and ability. b. They were allocated strictly by race and gender. This left black women with the most difficult and tedious jobs. c. Black women were generally the only workers in the tobacco industry, so they exercised a tremendous amount of political clout. d. Generally, only according to seniority within the company.

(Answer: b; page 497) [Factual]

The Communist Party and African Americans 61. Why were some blacks attracted to the Communist Party during the 1930s? a. The Communist Party vowed to establish a separate nation for them in Africa. b. The Communist Party said it was against racism, but never did anything to prove that. c. The Communist Party worked to reduce unemployment and worked against racism. d. The Communist Party was a very large, mainstream party in the 1930s, with many members from across the United States.

(Answer: c; page 498) [Factual] 62. Who is Angelo Herndon? What does his story tell us about African Americans at this time?

(Answer, page 499) [Conceptual]

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63. What did the case of the Scottsboro Boys involve? a. two young communists who were accused of plotting to overthrow the government b. two young white women who falsely accused nine young black men of rape on a train c. a case where blacks ‘schoolteachers had taught the concept of evolution, rather than the Biblical story of the evolution of man d. two young boys who were lynched for stealing candy from a white store (Answer: b; pages 498-500) [Factual] 64. What organization quickly rushed to the aid of the young black men accused in the Scottsboro case? a. the NAACP b. the Communist Party c. the Democratic Party d. Clarence Darrow’s law firm (Answer: b; page 500) [Factual] 65. What did the case of Powell v. Alabama, decided by the Supreme Court in 1932, state? a. Blacks had no right to sue in the United States. b. The Scottsboro Boys had been discriminated against because they were communists. c. The Scottsboro Boys had not been given adequate council, and the trial was not fair because it had occurred in a hostile environment. d. The Alabama Supreme Court was correct in jailing the young men for raping the white women.

(Answer: c; page 500) [Factual] 66. What did the case of Norris v. Alabama, decided by the Supreme Court in 1935, state? a. All Americans have the right to a jury of their peers. Excluding blacks from jury pools was deemed unconstitutional. b. The Scottsboro Boys had not been given adequate council, and the trial was not fair because it had occurred in a hostile environment. c. The Alabama Supreme Court was correct in jailing the young men for raping the white women. d. The Scottsboro Boys had been discriminated against because they were communists.

(Answer: a; page 500) [Factual] 67. Discuss the Scottsboro case. Who led their defense? Why? What was the result of the case?

(Answer, pages 498, 500) [Factual] 68. Which of the following was not a reaction of black Americans to the Communist Party? a. Some approved of its work, but very few actually joined the party or participated in it. b. Some felt that the Communist Party offered far better leadership than the NAACP. c. Some felt that it was the equivalent of the KKK in some ways. d. Blacks turned out in great numbers to support the Communist Party in elections.

(Answer: d; pages 500-501) [Factual] 69. Why were some blacks attracted to communism? What role did the Communist Party play in civil rights during the 1930s? How did it affect other civil rights organizations?

(Answer, pages 498-501) [Conceptual]

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70. What organization did the National Negro Congress become more and more associated with in the late 1930s? a. the NAACP b. Marcus Garvey’s UNIA c. the Communist Party d. the Brotherhood of Sleeping Car Porters (Answer: c; page 501) [Factual]

Misuses of Medical Science: The Tuskegee Study 71. What was the Tuskegee Experiment? a. a group of communists that attempted to take over the political affairs of the city b. when the federal government sponsored a health study that monitored, but did not treat, black men with syphilis c. an effort by some blacks to revive Booker T. Washington’s philosophy d. black women organizing to get better prices for household goods (Answer: b; page 502) [Factual] 72. What was the Tuskegee Experiment? What does it tell you about attitudes toward blacks and by blacks toward each other at the time?

(Answer, page 502) [Conceptual]

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CHAPTER NINETEEN: MEANINGS OF FREEDOM: CULTURE AND SOCIETY IN THE 1930s, 1940s, AND 1950s IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Chicago Renaissance

OBJECTIVE/ANALYTICAL QUESTIONS Black Culture in a Midwestern City 1. What did the development of black culture during the 1930s and 1940s help African Americans counter?

(Answer: white racism; page 511) [Factual] 2. Which of the following was not a difficulty for African Americans wanting to study classical music in St. Louis? a. No institutions for classical study existed in the city for blacks. b. Whites tended to relegate blacks to playing ragtime or jazz. c. African Americans often had to take jobs in demeaning roles in productions. d. Very few cultural opportunities of any kind existed in the Midwestern city.

(Answer: a; page 511) [Factual]

The Black Culture Industry and American Racism 3. Which of the following is true about the difficulties faced by black artists in the 1930s and the 1940s? a. They were never allowed to include political views in their works. b. Whites simply refused to accept black art or culture in any way.. c. They often had to depend on whites for the financial backing to publish their work. d. Black artists were actively associated with the Communist Party at this time.

(Answer: c; page 512) [Factual]

The Music Culture from Swing to Bebop 4. What factors made publishing music difficult for blacks in the 1930s and 1940s?

(Answer, page 512) [Factual] 5. What effect did the Great Depression have on black music? a. It forced black Americans to begin to record only upbeat, cheery tunes, since those were the only ones the public wanted to purchase. b. It actually increased record sales, since blacks were benefiting greatly from the government welfare programs. c. It greatly reduced record sales, which had flourished in the 1920s. d. The Great Depression really had no effect on black music.

(Answer: c; page 512) [Conceptual]

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6. Where was the center of the black music world in the 1930s and 1940s?

(Answer: New York City; page 512) [Factual] 7. How did big band swing music originate? a. Whites began with black gospel music and added complicated, individualized rhythms and more instruments. b. When white bandleaders orchestrated innovative black music. c. Big band was actually a white innovation. Blacks fed off its popularity to develop jazz and the blues. d. The federal government had underwritten music programs during the 1930s for blacks to develop new types of music.

(Answer: b; pages 512-513) [Factual] 8. Who was not one of the original revolutionaries in music to produce bebop? a. Louis Armstrong b. Charlie Parker c. Dizzy Gillespie d. Max Roach (Answer: a; page 513) [Factual] 9. Which of the following is not true about bebop? a. It was so popular it was adopted wholesale by white audiences as well as black. b. It had its own style and dress, including zoot suits, goatees for men, and dark glasses. c. Some musicians became drug addicts, or later were broken by poverty. d. Charlie Parker was one of the innovators of this style.

(Answer: a; page 513) [Factual] 10. How and why did bebop develop? Who were its leaders or innovators? How was it received by whites? Describe the “hipster” dress and culture. Where did it come from?

(Answer, page 513) [Conceptual] 11. Who is Charlie Parker and what can we tell about black people from his story?

(Answer, page 514) [Conceptual]

Popular Culture for the Masses: Comic Strips, Radio, and Movies 12. What role did comic strips, radio programs, and movies play during the Great Depression? a. Because of their realistic subject matter, they reminded everyone of the economic problems the country was facing and the inability of government to come up with solutions. b. They were merely attempts by whites to further subjugate blacks. c. They provided at least a small relief from troubles of poverty and hunger. d. They provided an outlet for black creativity and career advancement.

(Answer: c; pages 513-514) [Conceptual]

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13. What role did comic strips like “The Jones Family” play for African Americans? a. They were often more negative toward black family life and culture than even whites were. b. They tried to provide blueprints for middle-class life, while emphasizing the difficulties blacks faced in society. c. They only showed the positive aspects of black life, since they were trying to reform stereotypical images of whites. d. “The Jones Family” showed blacks how racist whites could be.

(Answer: b; pages 514-515) [Conceptual] 14. In comic strips, blacks occasionally made fun of themselves. How is this different from racism or whites making fun of blacks?

(Answer, page 515) [Conceptual] 15. How did technology change musical recording for blacks in the 1920s and 1930s?

(Answer, page 515) [Conceptual] 16. What roles or jobs did African Americans generally have in radio? a. Blacks were often staff musicians, since they were heard and not seen. b. African Americans did much of the writing, acting, and directing for the show Amos ‘n’ Andy. c. Blacks were completely excluded from the entertainment industry during the 1930s and 1940s. d. Radio stations refused to hire any blacks as disc jockeys.

(Answer: a; page 515) [Factual] 17. What was true about the radio program Amos ‘n’ Andy? a. It was a generally positive, non-stereotypical view of blacks. b. It was one of many shows about blacks on the radio at the time. c. It featured white actors performing the part of blacks. d. None of these answers are correct.

(Answer: c; page 516) [Factual] 18. How did black audiences react to Amos ‘n’ Andy? a. Blacks were excited to have black actors accurately portraying black characters. b. Blacks were hopeful that some black writers could get jobs on the show. c. Although many thought the show was accurately portraying blacks, they wished it would focus on more positive aspects of black middle-class life. d. Many urban, educated blacks resented the stereotypical view of blacks presented by the show. Some attempted to get it banned from the radio.

(Answer: d; page 516) [Factual] 19. What lessons did Amos ‘n’ Andy teach white America? a. That racism was unacceptable, and blacks were the equals to whites. b. That it was acceptable to laugh at black people’s efforts to get by in America. c. That blacks could be successful in high-level positions in society. d. That blacks could only be stereotyped as comedians or pranksters.

(Answer: b; page 516) [Factual]

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20. Discuss the development of Amos ‘n’ Andy. What changed or did not change when it moved to television? What general rules did radio set up for blacks?

(Answer, page 516) [Factual] 21. What was significant about the Chicago radio program Destination Freedom?

(Answer, pages 516-517) [Conceptual] 22. What roles did blacks generally play in films produced by whites? a. Generally, they only played slaves in background, non-speaking roles. b. They played the role of servant or buffoon, although sometimes they could make substantial amounts of money and gain fame for such roles. c. Many films at this time were allowing blacks greater access to more creative roles. d. Blacks were not allowed in film productions by whites at the time.

(Answer: b; pages 517-518) [Factual] 23. What 1930s movie most solidified blacks in the roles of servants in the American mind? a. Belle of the Nineties b. The Little Colonel c. Gone With the Wind d. Just Around the Corner (Answer: c; page 517) [Factual] 24. What first is Hattie McDaniel known for? a. She was the first African American to win an Oscar. b. She was very outspoken for segregation, and was highly criticized by other blacks. c. She was the first black woman to gain a recording contract with a white studio. d. She refused to take any demeaning, stereotypical roles in her career as an actress.

(Answer: a; page 518) [Factual] 25. What was true about the film, The Negro Soldier (1944)? a. It was directed by Frank Capra, a black director. b. It was very unpopular among black audiences. c. It portrayed blacks in a positive, favorable light, rather than simply portraying them as servants. d. It was the first film to feature an African-American actor.

(Answer: c; page 518) [Factual] 26. Why did Paul Robeson’s successful career end? a. He became a communist, and was targeted for his political beliefs after World War II. b. Black people refused to see his movies, since he presented such a negative view of blacks. c. White actors became increasingly jealous of his success, and white directors stopped hiring him. d. He was killed in a motorcycle accident in 1930.

(Answer: a; page 518) [Factual]

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27. How were Oscar Micheaux’s films different from standard Hollywood fare? a. His films were even more outwardly racist than most typical Hollywood portrayals. b. He produced movies for and about blacks, and often focused on race within black culture. c. He was a French director who produced films that strongly critiqued American society and culture, including racism. d. Oscar Micheaux’s films actually set the standard that the rest of Hollywood followed with respect to race.

(Answer: b; pages 518-519) [Conceptual] 28. How did the minority groups that influenced Hollywood---Jews and Italians---treat African Americans? a. They realized that they were also discriminated against, and tried to include them in film and television. b. They made no attempt to include them in Hollywood’s power structure, continuing to marginalize them. c. Jews and Italians were forbidden by the owners of studios from employing black actors in anything but subservient roles. d. Jews had such little influence in Hollywood that they really could not change the situation for other minority groups.

(Answer: b; page 519) [Factual] 29. Discuss black efforts in film, both in production and acting. What roles did black actors have to choose from, both before and after World War II? How did Oscar Micheaux’s films present black people?

(Answer, pages 517-519) [Conceptual]

The Black Chicago Renaissance 30. Where was the central, most vibrant place for the development of black culture in the 1930s and 1940s? a. Harlem b. Chicago c. Philadelphia d. New Orleans (Answer: b; page 519) [Factual] 31. What was one difference between Harlem Renaissance artists and Chicago Renaissance artists? a. Chicago Renaissance writers focused solely on political gains for their race. They refused to take part in “frivolous” fictional writing. b. Writers of the Chicago Renaissance refused to publish their works with white publishers. c. Chicago Renaissance writers generally did not feel that their work would solve racial problems. d. These artists were very similar in goals, methods, and projects.

(Answer: c; page 519) [Conceptual] 32. Who was not a Chicago Renaissance artist? a. Richard Wright b. Arna Bontemps c. Louis Armstrong d. Aaron Douglas (Answer: d; pages 519-523) [Factual] 33. Who was Langston Hughes and what does his story tell us about blacks at the time?

(Answer, page 521) [Conceptual]

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34. What class of blacks did many Chicago Renaissance writers focus on during the 1930s and 1940s? a. the elite of black society, the “Talented Tenth” b. middle-class blacks who had achieved some gains in black life c. working-class blacks d. Chicago Renaissance writers focused exclusively on the evils of racist whites (Answer: c; pages 519-520) [Factual] 35. Who were the prominent members of the Chicago Renaissance? Describe their contributions to black culture.

How was the Chicago Renaissance different from the Harlem Renaissance?

(Answer, pages 519-523) [Conceptual] 36. What changes occurred in music in Chicago during the 1930s and 1940s? a. Black music became a commodity, and some blacks even became disk jockeys on radio. b. Music in Chicago never developed in the same way as in Harlem. c. Black music became more intellectual and esoteric, drawing average people away. d. Black music began to incorporate the use of drums and electric guitars.

(Answer: a; pages 520, 522) [Factual] 37. In what area of Chicago was jazz focused? a. Harlem b. the North Side c. the stockyard neighborhoods d. the South Side (Answer: d; pages 522-523) [Factual] 38. How was gospel music different from earlier spiritual black music? a. It was very similar, and basically simply copied earlier styles. b. It was never sung in churches, since most thought it was the “devil’s work.” c. It used instruments, including drums, guitars, and horns. d. It was developed in California, rather than in the Deep South.

(Answer: c; pages 523) [Conceptual] 39. Which of the following was not a characteristic of gospel music? a. The performance of the song used not only the voice, but also movements of the entire body. b. Since the music was carefully written down, it was important to perform the song the same way each time, or audiences would be disappointed. c. The instruments and vocalists often engage in call-and-response interaction. d. Group participation was often involved.

(Answer: b; page 523) [Factual] 40. Who was most responsible for the development of urban gospel during the 1930s and 1940s? a. Louis Armstrong b. Lillian Hardin c. Thomas Dorsey d. Mahalia Jackson (Answer: c; page 523) [Factual]

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41. Which of the following is true about Mahalia Jackson? a. She was a famous gospel singer, based in Chicago. b. She was the first African-American woman to write a fiction book published by a white press. c. She was a journalist who campaigned against lynching. d. She was an innovator in the area of dance in Chicago.

(Answer: a; page 523) [Factual] 42. How did Katherine Dunham influence African-American dance? a. She was an anthropologist, and incorporated African ritual dances into her work. b. She refused to be influenced by other styles. c. She opened a dance school for African Americans in New York. d. She forced dance into more conventional, white-inspired performances.

(Answer: a; pages 523-524) [Conceptual] 43. What was a main characteristic of Dunham’s dance choreography? a. It was very conservative and often compared to classical ballet. b. It was frequently filled with sexual movements and innuendo. c. It was a forerunner of tap dancing. d. It was quickly adopted by whites across the South.

(Answer: b; pages 523-524) [Factual] 44. What is not true about Katharine Dunham? a. She opened a school for blacks, when none existed before. b. She incorporated elements of African culture into her choreography. c. She refused to return to some venues if they supported segregation. d. She actually refused to become involved politically, as she felt this would interfere with her art..

(Answer: d; page 524) [Factual] 45. How did Billie Holiday’s song “Strange Fruit” protest racism? a. The song was about the violence directed against black women with rape. b. The song was about the difficulties of hunger and starvation among blacks in the Great Depression. c. The song was about the horror and violence surrounding lynching. d. The song was about segregation and the degrading character of racism.

(Answer: c; page 526) [Factual] 46. Discuss developments in music and dance during the Chicago Renaissance. Who was prominent? How did these artists protest racism?

(Answer, pages 520-524) [Factual] 47. Who is Billie Holiday and what does her life tell us about African Americans at the time?

(Answer, page 526) [Conceptual]

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Black Visual Art 48. What was a characteristic of black Depression art? a. It was generally upbeat and colorful, attempting to provide an escape in difficult times. b. Because the Depression was so severe, no artwork of any consequence was produced by blacks during the period. c. Although blacks produced much art, most of it refused to deal with any type of controversial issue. d. Black art at the time was a part of social realism, which attempted to make a political statement of some type.

(Answer: d; pages 524-525) [Factual] 49. What concerns or attitudes did the painting Defense Worker reflect? a. the inability of black workers to get ahead in the world b. the strength of the black worker, and dreams of a racially integrated work force c. the inability of black workers to gain jobs in defense industries d. the strength of the black soldier during World War II (Answer: b; page 525) [Factual] 50. What role did the WPA and the Federal Arts Project play in the development of black arts? a. They played a critical role, funding black art projects that would not have existed otherwise. b. Both agencies discriminated against blacks, and did not assist with the development of black art. c. Both merely funded academic studies, and had little effect on the arts. d. No black art from the period would exist without the two agencies.

(Answer: a; page 525) [Factual]

Black Literature 51. What was characteristic of black literature during the 1930s and 1940s? a. They were generally frivolous stories of romance and adventure. b. They generally addressed issues of black identity, urban life, and discrimination and poverty. c. They avoided political topics and focused on black elites. d. Much black literature began to focus on science fiction and futuristic studies where racism did not exist.

(Answer: b; page 525) [Factual] 52. What is true about the story of Native Son? a. It was a story about a black man who triumphed over whites and founded a new nation in Africa. b. It was a story about how discrimination and the difficulties of black life could lead some blacks to murder and violence. c. It was the story of an American black man who is rejected by his country, and adopted by the French as a national hero. d. It was the story of a young black musician who performs on the radio and gains success by fooling many into thinking he is white.

(Answer: b; pages 525-526) [Factual] 53. How did James Baldwin challenge Richard Wright over his characters in Native Son? a. James Baldwin never challenged Richard Wright. The two worked closely together on Native Son. b. Baldwin felt that blacks were more victimized than Wright portrayed. c. Baldwin disagreed with Wright’s portrayal of blacks as helpless victims of racism and discrimination. d. Baldwin felt that Wright should have emphasized color discrimination within the black race.

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54. What problems did James Baldwin have with Richard Wright’s views and work? What does this tell us about African Americans’ views of literature?

(Answer, page 528) [Conceptual] 55. Who replaced Wright as “best known black American male writer”? a. Ralph Ellison b. Toni Morrison c. James Baldwin d. Langston Hughes.

(Answer: c; page 528) [Factual] 56. What was Invisible Man about? a. It was the first science fiction book written by an African American. It had to do with a chemical accident that made a black man invisible. b. It was about a young black man who migrates to New York, and it focuses on his interactions with other blacks and with whites at the time. c. It involved the rape of a black woman by a white man, and her son’s efforts to exact revenge. d. It was about blacks surviving in society by adopting white ways, including discrimination against darker skin.

(Answer: b; page 528) [Factual] 57. What similarities in ideas about blacks do we see between Du Bois and Ellison? a. There are very few—Ellison was always highly critical of Du Bois. b. Both were members of the Communist Party, and were very disillusioned with American society. c. Both were political writers, who thought fiction a lesser form of literature. d. Both believed in the “twoness” of blacks in America, existing both within the system and wanting something better out of it.

(Answer: d; page 528) [Conceptual] 58. How would you characterize black literature during the 1930s and 1940s? Who were some of the prominent authors and what did they write about? How did they differ in their views of blacks’ situation?

(Answer, pages 525-528) [Conceptual]

African Americans in Sports 59. In what sport did Jesse Owens excel during the 1930s? a. boxing b. track events c. horse racing d. tennis (Answer: b; page 528) [Factual] 60. In what sport did Joe Louis excel during the 1930s? a. boxing b. track events c. horse racing d. tennis (Answer: a; page 528) [Factual]

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61. Why did many people see the fight between Joe Louis and Italian Primo Carnera as so important in 1935? a. Whites claimed that Carnera’s victory would mean that whites were better than blacks. b. The fight had political meaning, as it occurred when Italian dictator Benito Mussolini was about to invade Ethiopia. c. It was the last interracial boxing match until the 1980s. d. It was fought in the South, which had never allowed an interracial fight until that point.

(Answer: b; page 528-529) [Conceptual] 62. Discuss the accomplishments and difficulties faced by Jesse Owens and Joe Louis. What did they demonstrate?

(Answer, page 528-529) [Conceptual] 63. Who broke the color barrier in baseball in 1947? a. Satchel Paige b. Jackie Robinson c. Rube Foster d. Sammy Sosa (Answer: b; page 529) [Factual] 64. Why did the Dodgers decide to sign Robinson? a. They were doing it as a marketing ploy, to bring more people in to the stadium. b. They were forced into signing him by the Supreme Court. c. They were hoping to improve their chances at a pennant race. d. President Roosevelt, who was a friend of Robinson, personally asked the Dodgers to sign him.

(Answer: c; page 529) [Factual] 65. What happened to the Negro Leagues as major league teams began to sign black players? a. Very little happened, since the major leagues signed very few black players until the 1980s. b. The Negro Leagues grew stronger, as they became a significant source of major league players. c. The Negro Leagues never provided black players to the major league teams. All black players were boycotting the major leagues because of their policy of discrimination. d. The Negro Leagues slowly began to disintegrate.

(Answer: d; page 529) [Factual] 66. How did baseball desegregate? How did whites react?

(Answer, pages 529) [Factual]

Black Religious Culture 67. How did black religious and secular culture overlap in the 1930s and 1940s? a. They generally did not overlap. Blacks tried to maintain a sense of separateness between religious life and home life. b. Music was a constant feature of both, with one form frequently transported into other areas. c. Both religious and secular culture at the time generally was against desegregation. d. Both types of culture failed to provide much assistance to blacks struggling for civil rights.

(Answer: b; page 530) [Factual]

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68. Which of the following was an alternative religion that became prominent among African Americans during the 1930s and 1940s? a. the Peace Mission Movement b. African Episcopal Methodists c. the Nation of Muslims d. the Church of God in Christ (Answer: b; page 530) [Factual] 69. Who was not involved in the origins of the early Nation of Islam faith? a. Elijah Muhammad b. Wali Farad c. Timothy Drew d. Father Major Jealous Divine.

(Answer: d; page 530) [Factual] 70. What was not a belief of the Nation of Islam? a. Whites and blacks should integrate and work together, since they were both equal in God’s eyes. b. Blacks were the first inhabitants of the Earth. c. Whites were created by a magician and banished to Europe, where they began to introduce and spread evil. d. That members should not serve in the military.

(Answer: a; page 530) [Factual] 71. Who was the leader of the Peace Mission Movement?

(Answer: Father Divine; page 530) [Factual] 72. What beliefs did Father Divine preach? a. Blacks were a far better, stronger people than whites. b. A black revolution would soon occur, and only violence would destroy racism. c. Followers should be honest, hardworking, and sober to achieve recognition under God. d. That his followers should avoid eating pork.

(Answer: c; pages 530-531) [Factual] 73. What did the Nation of Islam and the Peace Mission Movement have in common? a. They were both “black supremacist” religions, which stressed the superiority of blacks over whites. b. They were both religions that emerged to deal with the problems and aspirations of blacks in urban areas during the Depression. c. They were both very small, and had almost no effect among blacks. d. Combined, they had more members than the traditional Protestant religions.

(Answer: b; pages 530-531) [Conceptual] 74. Discuss the development of the two alternative religions, The Nation of Islam and the Peace Mission Movement, during the Depression. How did each of them appeal to and affect blacks?

(Answer, pages 530-531) [Conceptual]

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CHAPTER TWENTY: THE WORLD WAR II ERA AND THE SEEDS OF A REVOLUTION IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Executive Order 8022 Tuskegee Airmen Executive Order 9981

OBJECTIVE/ANALYTICAL QUESTIONS On the Eve of War, 1936-1941 1. What two countries formed the Axis on the eve of World War II? a. Germany and Italy b. Germany and England c. Japan and Italy d. America and England (Answer: a; page 541) [Factual] 2. What was the primary force behind much of Adolf Hitler’s policies? a. primarily nationalism, focusing on bringing strength to Italy b. racism, focusing on blaming Jews for all of Germany’s problems c. anti-communism, although Hitler refused to persecute them for fear of Soviet reprisals d. primarily a desire to eliminate liberals from politics (Answer: b; page 541) [Factual] 3. Why did the Japanese bomb Pearl Harbor? a. They were trying to assert control over Asia, and force the United States out. b. They had no apparent reason. It was simply an unprovoked act of aggression. c. They were angry over American treatment of Japanese and black citizens. d. They were retaliating for American use of the atomic bomb at Hiroshima.

(Answer: a; page 541) [Factual] 4. Why did the United States take so long to get involved in World War II? a. Franklin Roosevelt continuously worked against involvement. b. Congress, with most of the American population, was isolationist, and thought that we should not have been involved in World War I. c. England refused to allow America to become involved, thinking that the United States would dominate the war. d. The Soviet Union planted communist spies to try to make sure America did not enter the war.

(Answer: b; page 541) [Factual] 5. How did World War II start? What factors motivated Hitler? How did Japan fit in? How did the United States become involved? How did this affect racism within the United States?

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6. How did events in Ethiopia in 1935 and in Spain in 1936-1937 affect how some African Americans thought about world events leading up to World War II? a. African Americans supported anti-fascist movements in both countries, and the events demonstrated the threats of that type of government. b. All African Americans were much like whites at this time, uninterested in world affairs. c. They demonstrated that Africans in certain areas could gain significant political rights and power. d. They demonstrated that political power only came at the price of extreme violence.

(Answer: a; pages 541-542) [Conceptual] 7. What was the Abraham Lincoln Battalion? a. a group of African Americans who enlisted in the British army to fight the Germans before America entered the war b. a group of African Americans who enlisted to fight in the Spanish Civil War against Franco c. a civil rights organization, dedicated to fighting segregation d. a racist group of whites who wanted to turn America back into Lincoln’s original vision (Answer: b; page 542) [Factual] 8. What finally lifted the United States out of the Great Depression? a. Franklin Roosevelt’s New Deal programs b. black business successes c. military spending by the United States to prepare for World War II d. the Kennedy administration, and the development of the atomic bomb (Answer: c; page 542) [Factual] 9. How did the government incorporate blacks into the workforce to prepare for World War II? a. It was overcoming the idea of racism even prior to the war. b. It thought that too many whites would refuse to work in dirty, menial positions. c. The government wanted all Americans behind the war. d. It did not—most employers and unions refused to allow blacks to work in wartime industries.

(Answer: d; page 542) [Factual] 10. What was the “Double V” campaign? a. victory in Europe and victory in Japan for the American forces b. a slogan adopted by African Americans to work for victory in the war and victory over racism at home c. a propaganda campaign in Germany, designed to bring support to its policy of eliminating the Jews d. a failed campaign by the British government to bring the United States into the war in 1939 (Answer: b; page 542) [Factual] 11. What was the “Double V” campaign and what did it lead to?

(Answer, page 542) [Conceptual] 12. How did President Roosevelt respond to requests to improve blacks’ situation in the defense program before the election of 1940? a. He immediately desegregated the armed forces, but refused to desegregate defense industry jobs. b. He immediately desegregated defense industries, but refused to desegregate the armed forces. c. He did very little, other than token appointments for blacks. d. He was unable to push any changes for blacks through the very racist Congress.

(Answer: c; page 543) [Factual]

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13. Who organized the March on Washington Movement? a. A. Philip Randolph b. Franklin D. Roosevelt c. W. E. B. Du Bois d. Langston Hughes (Answer: a; page 543) [Factual] 14. What was the March on Washington Movement designed to do? a. Stop segregation in the nation’s public schools. b. Stop discrimination against blacks in wartime industries and the military. c. Stop the lynching of black men by white mobs. d. Eliminate discrimination in restaurants and theaters.

(Answer: b; pages 542-543) [Conceptual] 15. What was the result of the March on Washington Movement? a. Nothing resulted—the march never happened. b. Roosevelt paid little attention to the march, because Randolph was unable to muster much support. c. Eleanor Roosevelt was able to convince Randolph to back off on threats to march. d. Roosevelt issued Executive Order 8022, capitulating to most of blacks’ demands.

(Answer: d; page 543) [Conceptual] 16. What were the demands of the March on Washington Movement? What did it lead to?

(Answer, pages 542-543) [Conceptual] 17. What did Executive Order 8022 do? a. ended discrimination by race in the armed forces b. desegregated all government facilities and government-funded facilities c. technically ended discrimination by race in defense industry employment d. allowed black women into the military as nurses and cooks (Answer: c; page 543) [Factual] 18. What was the effect of Executive Order 8022? a. It had a great effect, as even industries across the South were forced to comply with the president’s orders. b. White resistance and a failure to include union activity and the military greatly limited the order’s effectiveness. c. Black women were still refused entry into the armed forces, although they had proven themselves able to handle combat roles. d. It continued to exclude blacks, very effectively, from any type of defense job in the nation.

(Answer: b; pages 543-544) [Conceptual] 19. How did blacks view World War II? How is this different from their perceptions of earlier wars?

(Answer, pages 541-544) [Conceptual]

Race and the U.S. Armed Forces 20. Who is Steven Robinson? What do his experiences tell us about African American life around World War II? (Answer, page 545) [Conceptual]

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21. What was not a finding of the 1925 American War College study about African Americans? a. They were physically unfit for combat duty. b. They were inferior in intelligence and resourcefulness to whites. c. They could not control themselves in the face of danger. d. That they should be able to serve in officer positions, if tested adequately beforehand.

(Answer: d; page 546) [Factual] 22. What were the typical attitudes of whites toward blacks in the military leading up to World War II? What did these attitudes ignore?

(Answer, pages 546-547) [Conceptual] 23. What policies did the War Department lay out for black participation in the military during World War II? a. African Americans would be the lead troops, to serve as the first wave of combat in Europe. b. African Americans would be kept segregated and serve mainly in non-combat units. c. African Americans would have absolutely no role or presence in Europe. d. African Americans would be limited to digging ditches in Europe for white troops.

(Answer: b; page 546) [Factual] 24. What did Dorie Miller’s actions during Pearl Harbor illustrate about blacks in the military? a. They completely confirmed white racist attitudes. b. Since Miller was the first man to die at Pearl Harbor, he became an instant hero. c. Miller was awarded the Navy Cross for his heroism, but was immediately returned to mess duty. d. That the 1925 American War College study was correct.

(Answer: c; page 546) [Conceptual] 25. What was not a difference between German POWs’ treatment in camps and the treatment of African Americans in the military? a. Germans often received better treatment than blacks. b. Germans were freer to move about the camps than blacks. c. Germans, like other non-black ethnic groups, faced no discrimination within American society during the war. d. All of these answers are correct.

(Answer: c; page 547) [Factual] 26. What was a common occupation for many black soldiers in Europe? a. They were often a part of the transportation corps, delivering supplies to soldiers at the front lines. b. They were only responsible for digging trenches and setting up temporary quarters for white soldiers. c. They were rarely put in any position of danger during the war. d. No African Americans were sent to Europe, since they were thought to be cowards and lazy.

(Answer: a; page 547) [Factual] 27. Which of the following was not true of black resistance to discrimination during the war? a. The NAACP flooded the government with examples of unfair treatment. b. William Hastie resigned his government position in protest. c. Black troops responded with violence in the Port Chicago Base Mutiny, killing several white officers who had whipped them for violating curfew. d. Blacks generally stopped protesting during World War II, since they thought it unpatriotic.

(Answer: d; pages 547-549) [Factual]

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28. What did Mabel K. Staupers fight against during the war? a. for black women to be able to enter the military and fight in combat roles b. discrimination against blacks in combat roles c. quotas for black nurses in the U.S. Army Nurse Corps d. the lynching of black soldiers (Answer: c; page 551) [Factual] 29. What was the result of Mabel K. Stauper’s efforts for black nurses? a. Her efforts were never successful. Black nurses would not be accepted until the Vietnam War. b. The War Department ended quotas and exclusion of black nurses shortly before the end of the war. c. The War Department enlarged the number of black nurses it accepted, but refused to end quotas. d. The War Department actually made nursing more restrictive, when they raised requirements for service.

(Answer: b; page 549) [Conceptual] 30. Who is Mabel K. Staupers and what does her life tell us about African Americans at the time?

(Answer, page 551) [Conceptual] 31. What was not a War Department policy change during World War II? a. The War Department began to put out propaganda to emphasize contributions of black soldiers. b. The Marine Corps began accepting black members. c. African Americans began to be trained as officers and fight in combat roles. d. African American women began to be accepted in some minimal combat roles.

(Answer: d; pages 549-550) [Factual] 32. How were blacks, both inside and outside the military, struggling against discrimination in the military in World War II? (Answer, pages 547-549) [Factual] 33. How and why did policies toward blacks in the military begin to change during World War II? (Answer, pages 549-553) [Conceptual] 34. What is true of the Tuskegee Airmen? a. Other bomber groups were very supportive, often requesting the group to fly with them. b. Other bomber groups refused to allow the black airmen to escort white bombers. c. The Tuskegee Airmen, although very skilled, never saw combat. d. The Tuskegee Airmen, although qualified to fly, were only allowed to be mechanics for the planes.

(Answer: a; page 552) [Factual] 35. Which type of plane was not usually flown by the Tuskegee Airmen? a. B-52s b. P-40s c. P-39s d. P-51s (Answer: a, pages 552-553) [Factual]

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36. What was different about the black soldiers who served in World War II versus those who served in World War I? a. Those who served in World War I were more likely to see combat in Europe. b. Those who served in World War II were generally much poorer and less educated. c. Those who served in World War II were more likely to be high school or college graduates. d. Those who served in World War I were generally members of the NAACP or other protest organizations.

(Answer: c; pages 553-554) [Conceptual] 37. How were World War II black soldiers different from their predecessors? How did service in the military change them?

(Answer, pages 553-554) [Conceptual]

Black People on the Home Front 38. What is true about black labor during World War II? a. The agricultural economy began to recover, and few blacks left the farms voluntarily. b. Pressure from the government, and the promise of high wages, drew many blacks into industrial positions that were previously only occupied by whites. c. There were very few changes for blacks during World War II. d. Blacks began to speak out about greater changes in jobs, but were rarely able to take advantage of the situation.

(Answer: b; page 554) [Factual] 39. How did labor opportunities change for black women during World War II? a. They did not—black women continued to be employed only in domestic work. b. Black women were able to move into high level clerical jobs, since white women were employed elsewhere. c. Many women were able to move from domestic service jobs to industrial work. d. Black women began to take over male barbershops when black men left for the war.

(Answer: c; page 554) [Factual] 40. What area saw the most dramatic increase in black population during World War II? (Answer: Southern California; page 554) [Factual] 41. Why did many blacks move to cities during World War II? What effects did this have on black labor?

(Answer, pages 554-555) [Conceptual] 42. What prompted President Roosevelt to issue Executive Order 9346? a. Mabel Stauper’s efforts to end quotas for black nurses b. the March on Washington Movement c. the murder of 2500 black soldiers at the Battle of the Bulge d. the ineffectiveness of the FEPC during the early part of World War II (Answer: d; page 555) [Factual]

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43. What was the most common result of the efforts of Malcolm Ross and the Committee on Fair Employment Practice to end discrimination? a. resistance by whites, especially in the South, to desegregation b. improvement to blacks’ situation in labor across the South c. worsening conditions for blacks, as the South began to fire blacks so they would not have to deal with Ross d. many in the South abandoning the idea of segregation in employment (Answer: a; page 555) [Conceptual] 44. What was not a spark to the Detroit Race Riot in 1943? a. disputes over jobs and housing in Detroit b. anger over the brutality of the police in Detroit c. a fight over segregation of Detroit’s beaches d. anger over a dramatic rise in the price of food by white-owned businesses (Answer: d; page 555) [Factual] 45. How did whites like William E. Dowling interpret the causes of the Detroit race riot? a. Racism had been the primary force in the riot, and whites should work toward better relations with blacks. b. They thought blacks had been too aggressive in pushing for rights, and that they were probably under communist influence. c. The police had acted too harshly and should be punished. d. The NAACP’s language of violence and retaliation was not part of protected First Amendment speech, and was a primary cause of black anger.

(Answer: b; page 556) [Factual] 46. How did blacks and other ethnic groups interpret the causes of the Detroit race riot? a. They saw it as the result of ongoing, long-standing white supremacist tactics in Detroit. b. They thought blacks had been too aggressive in pushing for rights, and that they were probably under communist influence. c. White policies of lynching blacks for failing to take their hats off in a white woman’s presence were ridiculous, demeaning, and should be changed. d. The NAACP’s language of violence and retaliation was not part of protected First Amendment speech, and was a primary cause of black anger.

(Answer: a; page 556) [Factual] 47. What sparked the 1943 Detroit race riot? How did whites and blacks interpret the causes of the event? What does this tell us about American society during World War II? (Answer, pages 555-556) [Conceptual] 48. What were the racial effects and consequences of the “G.I. Bill of Rights”?

(Answer, page 556) [Conceptual] 49. What successes did the NAACP see during the war? a. The NAACP experienced some growth, but really had many problems during the war. b. There were very few—the government effectively shut down the organization during the war. c. The NAACP grew tremendously in membership and influence, even in the South. d. The NAACP suspended operations during the war, to avoid being labeled “unpatriotic.”

(Answer: c; page 556) [Factual]

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50. What was not a type of conflict that emerged as the NAACP grew during the war? a. Leaders fought over the value of integration into white society. b. Leaders fought over the continued dominant use of legal tactics. c. Some leaders wanted to focus more on helping working-class blacks. d. Leaders questions whether the group should exist at all, since progress had been made on racial issues.

(Answer: d; page 556) [Factual] 51. What was significant about the Southern Regional Council? a. It was a white racist group, dedicated to destroying the NAACP. b. It was a black group, organized to fight for civil rights in the South. c. It was an interracial group that challenged the racist system in the South. d. It was a militant black group that focused on the use of violence to destroy racism.

(Answer: c; pages 556-557) [Conceptual] 52. What principles did the Congress of Racial Equality, created in 1942, stand by? a. They were very democratic in their organization, and wanted America to stand up to its principles. b. They stressed the importance of the Muslim faith for equality for blacks. c. They refused to challenge segregation directly through sit-ins and numerous types of protests, since they thought that would be against Gandhi’s techniques. d. They pressed for a violent response to white racism.

(Answer: a; page 558) [Factual] 53. What is not true about black protest in general during the war? a. Generally, women didn’t play a role, as black men led most organizations. b. Although college students studied some issues, they rarely decided to become active. c. Blacks were unified behind a single goal and method in their fight against discrimination. d. Blacks refused to protest, preferring instead to serve their country in the military as a sign of their patriotism.

(Answer: d; pages 556-558) [Factual] 54. Who was Bayard Rustin and what does his story tell us about African Americans at the time?

(Answer, page 557) [Conceptual] 55. How did the war affect the NAACP? (Answer, pages 556-558) [Conceptual]

The Cold War and International Politics 56. What was the Cold War? a. the armed conflict between the United States and the Soviet Union in Siberia after World War II b. an ideological conflict between the United States and the Soviet Union over different interests for Europe and the rest of the world c. another name for the Korean War during the early 1950s d. the war against segregation in the United States (Answer: b; page 558) [Factual]

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57. How did the Cold War influence African Americans’ struggle for rights? a. It made racism and segregation less acceptable as the United States struggled for control and influence among African and Asian nations. b. It decreased the power of the federal government, which was then less able to help blacks. c. It decreased the power of the military, making military desegregation less significant. d. The Soviet policy of overt racism was seen as negative by Americans.

(Answer: a; page 559) [Conceptual] 58. What were the origins of the Cold War? How did it affect American society?

(Answer, pages 558-559) [Conceptual] 59. What point did Du Bois and Ralph Bunche agree on regarding Africa? a. Africa should come under American control for its benefit. b. Blacks should immediately migrate to Africa to gain more civil and political rights. c. African nations should be free from colonial control. d. Africa should serve as a model for race relations in the United States.

(Answer: c; page 559) [Conceptual] 60. In what direction did Du Bois think the NAACP should focus after World War II? a. toward economic gains for blacks b. toward winning independence for African nations and abolishing colonialism c. toward desegregating the armed forces d. toward winning rights for black women, and feminism in general (Answer: b; page 559) [Factual] 61. What domestic effect did the Cold War have in America? a. The tension with the Soviet Union ushered in a period of repression and hysteria against anyone suspected of being communist, or supporting communist views. b. Very little, since the war was not actually fought in the United States. c. It caused blacks to gain favor with government leaders, since they were active in fighting the Cold War. d.. It had the effect of forcing the government to make concessions to African Americans without any demands on their part.

(Answer: a; pages 560-562) [Conceptual] 62. What prominent African American was affected by the anti-communist witch hunts? a. Ralph Bunche b. Paul Robeson c. Mahalia Jackson d. Mabel Staupers (Answer: b; page 559) [Factual] 63. What statement did Paul Robeson make that particularly infuriated anti-communists in the United States? a. Robeson advocated that all blacks move immediately to the Soviet Union. b. Robeson declared that he would not be drafted to fight in the Cold War. c. Robeson could not understand why blacks should go to war for a country that denied them their civil rights. d. Robeson made public comments stating that he thought HUAC had been infiltrated by communists.

(Answer: c; page 560) [Factual]

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64. How did the United States government punish Robeson for his views? a. They placed him under house arrest. b. They revoked his passport, and refused to allow him to travel abroad. c. They sent him to prison under solitary confinement, and refused to allow him access to an attorney. d. They secretly kidnapped him and sent him to live in exile in the Soviet Union.

(Answer: b; page 560) [Factual] 65. How did the Red Scare affect prominent blacks like Ralph Bunche, W. E. B. Du Bois, and Paul Robeson?

(Answer, pages 559-560) [Conceptual] 66. How did Henry Wallace alter Truman’s actions concerning African Americans during the election of 1948? a. Wallace caused Truman to adopt more policies favoring African Americans, to keep their votes. b. Since Wallace was the leader of the Dixiecrat Party, Truman explicitly went against him in advocating black rights. c. Wallace was a black communist leader of the NAACP, and caused Truman to crack down on that organization during the 1950s. d. .Wallace really had no effect on Truman, since he had no support.

(Answer: a; page 561) [Factual] 67. What was the reaction of many white southerners to Truman’s interest in African-American rights? a. They decided that they must finally support at least some black rights. b. They left the Democratic Party to form the Dixiecrat Party, which favored white supremacy. c. They began violent rebellions against blacks, and even attempted to assassinate Truman. d. They began to work within Congress to impeach and remove Truman from office.

(Answer: b; page 561) [Factual] 68. Who led the Dixiecrat Party revolt in 1948?

(Answer: Strom Thurmond; page 561) [Factual] 69. How did the 1948 election illustrate the growing power of African Americans? What happened during the campaign?

(Answer, pages 560-561) [Conceptual] 70. What did Executive Order 9981 do? a. It forbid discrimination by race in defense industries. b. It forbid discrimination by gender in the armed forces. c. It officially desegregated the armed forces. d. It forbid discrimination by race or gender in defense industries.

(Answer: c; page 561) [Factual] 71. What actions did Truman take regarding blacks in the military following World War II? Why? (Answer, page 561) [Conceptual]

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72. How did African Americans react to the growing tensions in Europe in 1948? a. They reacted with patriotism and the hope that their fighting in the conflict would lead to greater recognition and rights. b. They reacted with overt protests and criticism against the segregated draft and military service. c. Many immediately went to Europe to join in French or British fighting units, where they encountered far less racism. d. Most African Americans generally ignored the tensions in Europe, believing they had nothing to do with them.

(Answer: b; page 561) [Factual] 73. Which was the first war to see integrated American troop units in conflict? a. World War II b. the Korean War c. Vietnam d. some integration had been occurring since the Spanish-American War (Answer: b; page 562) [Factual]

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CHAPTER TWENTY-ONE: THE FREEDOM MOVEMENT IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the question – Why is this important? Why do we study this?

Montgomery Bus Boycott Southern Christian Leadership Conference Student Nonviolent Coordinating Committee Freedom Rides Civil Rights Act of 1964 Mississippi Freedom Democratic Party

OBJECTIVE/ANALYTICAL QUESTIONS The 1950s: Prosperity and Prejudice 1. How do most white Americans view the 1950s? a. as a difficult time of repression and race violence b. as a time of stable families, great prosperity, and few troubles c. as a time of great musical developments by blacks d. as a frightening time of worries about nuclear holocaust (Answer: b; page 573) [Conceptual]

The Road to Brown 2. What did the case of State of Missouri ex rel. Gaines v. Canada involve? a. It was about how the Fourteenth Amendment only applied to businesses, and did not protect against discrimination against blacks. b. It was about how public transportation between different states could not be segregated. c. It forced states to provide equal facilities to blacks for legal education within their borders. d. It was about how states could not restrict entry into the parties by race or level of education.

(Answer: c; page 573) [Factual] 3. What amendment did the NAACP claim southern states were violating when they lacked black graduate education facilities or refused admittance to blacks? a. First Amendment b. Fourteenth Amendment c. Twenty-First Amendment d. Tenth Amendment (Answer: b; page 573) [Factual]

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4. Which of the following cases involved a young woman who had been denied admission to a law school because she was black? a. State of Missouri ex rel. Gaines v. Canada b. Sweatt v. Painter c. Sipuel v. Oklahoma State Board of Regents d. Brown v. Board of Education.

(Answer: c; page 574) [Factual] 5. What did the Supreme Court decide in Sweatt v. Painter? a. Blacks had no right to be admitted to white law schools if the school had a separate facility of any kind. b. Equality in educational facilities included a lot of intangibles. The justices were basically saying that Sweatt had to be admitted to the main law school, not simply give space for him in the basement of the university. c. Elementary education should not be segregated, as it had a negative effect on young schoolchildren and promoted racism. d. The NAACP had no right to fund the legal education of black students at white schools.

(Answer: b; page 574) [Factual] 6. Why did the NAACP go after discrimination and inequality in graduate education first? Why were there so many cases involving law schools?

(Answer, pages 573-575) [Conceptual] 7. What types of problems did NAACP lawyers face?

(Answer, pages 573-575) [Factual] 8. How was the case of Briggs v. Elliot different from prior NAACP cases in education? a. It involved a case of medical school education, rather than law school. b. It was the first case to involve elementary school education, rather than graduate school education. c. It was the first successful desegregation case. d. It was a loss for the NAACP, and resulted in large setbacks.

(Answer: b; page 575) [Conceptual] 9. What was the result of the Brown case? a. The court declared that separate educations for blacks and whites were not equal, therefore overturning the Plessy case. b. Blacks were once again denied a right to equal educational opportunities. c. The Supreme Court agreed that segregation was bad, but refused to issue a decision in the matter. d. All educational facilities, both private and public, had to be desegregated immediately.

(Answer: a; pages 576-577) [Factual] 10. What reaction did the Brown case get from the South? From the president? From the Supreme Court?

(Answer, page 577) [Factual] 11. How did the NAACP-LDEF attack segregation legally during the 1940s and 1950s? Discuss tactics, personnel, and specific cases.

(Answer, pages 573-577) [Factual]

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12. How did the NAACP move from focusing on equality in graduate education to that of grade school education?

Discuss the significance of the Briggs case and the Brown case.

(Answer, pages 575-577) [Conceptual]

Brown II 13. What did the Brown II decision say? a. Schools should desegregate “with all deliberate speed.” b. The Brown decision should be ignored, since it was issued without due care. c. The president should enforce the Brown decision with all the resources at his command. d. That African Americans should not have to tolerate segregation in any public facility.

(Answer: a; page 577) [Factual] 14. How had President Eisenhower reacted to the Brown decision? a. He supported it wholeheartedly, and threw all his resources into desegregating the schools. b. He fought the decision at every turn, and never assisted blacks in any way. c. He did not seem to accept the ruling completely, refusing to provide it with the backing of his office. d. Eisenhower was unable to enforce Brown because he was so unpopular in office.

(Answer: c; page 577) [Factual] 15. What was not a reaction by southern whites to implementing Brown? a. Some states closed their public schools to prevent integration. b. Some claimed that the court decision was inspired by communism. c. Some stated that the decision was unconstitutional, with the courts taking too much power. d. They began a policy of massive, organized violent resistance.

(Answer: d; page 577) [Factual] 16. What is true about school desegregation under Brown by 1960? a. About 75% of all school systems had been desegregated. b. Only 17 school systems had been desegregated. c. All but a few schools in Alabama and Mississippi had been desegregated. d. No school systems were desegregated under Brown at that time.

(Answer: b; page 577) [Factual] 17. What provoked whites in Money, Mississippi to lynch Emmett Till? a. It was a breach of social etiquette – the boy called a white woman “Baby.” b. Till raped a white woman. c. Till was married to a white woman, and had several children in the North with her. When he and his family moved into the South, they were all lynched. d. Till attempted to register to vote.

(Answer: a; page 577) [Factual] 18. What effect did the lynching of Emmett Till have on young black Americans? a. It frightened many. Young people would have only a small role in the civil rights movement because of their fear. b. It made many young black men turn to violence, crime, and terrorism. c. Because Till had been a war hero, many young blacks enlisted in the army. d. It infuriated many of them, and caused them to fight it ever happening again.

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19. What were the causes of the Emmett Till lynching? What effect did it have?

(Answer, pages 577-578) [Conceptual]

New Forms of Protest: The Montgomery Bus Boycott 20. Which of the following is true about the Montgomery bus boycott? a. It was a spontaneous action with little planning, history, or effort behind it. b. The bus boycott was a result of years of activism and organization. c. The bus boycott damaged the city’s buses, but was ultimately unsuccessful. d. It was planned, led, and organized entirely by the capable Martin Luther King Jr. (Answer: b; pages 579-583) [Factual] 21. What group was pivotal in early organizing and protest against the segregated buses in Montgomery? a. League of Women Voters b. Brotherhood of Sleeping Car Porters c. Southern Christian Leadership Conference d. Women’s Political Council (Answer: d; page 579) [Factual] 22. Why did the NAACP not decide to use Claudette Colvin’s arrest as a test case on the buses? a. Colvin was a white woman who tried to sit in the black section of the bus, and they wanted a black woman arrested. b. Colvin was not considered “suitable”—she was 15, unmarried, and pregnant. c. Colvin was too old, and in unstable health. They did not feel she would make it through an arduous trial. d. Colvin had already had her life threatened by white supremacist groups in Montgomery and Birmingham.

(Answer: b; page 579) [Conceptual] 23. Why was Claudette Colvin not used as a test case? What does this tell you about blacks in Montgomery?

(Answer, page 579) [Conceptual] 24. What event sparked the Montgomery bus boycott? a. the leadership of Martin Luther King Jr. b. the arrest of Rosa Parks, a local seamstress and civil rights activist c. the violence against black men on the buses d. A dispute over police brutality in the city.

(Answer: b; page 580) [Factual] 25. Why was Rosa Parks arrested on December 1, 1955? a. for refusing to move from her seat for a white man b. for sitting in the white section of the bus c. for organizing the bus boycott d. she was assisting with marches and demonstrations over the boycott (Answer: a; page 580) [Factual]

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26. When Rosa Parks was arrested, how long did E. D. Nixon and Jo Ann Robinson initially plan for the boycott to last? a. one day b. one month c. one year d. ninety days (Answer: a; page 580) [Factual] 27. Who was chosen to lead the new Montgomery Improvement Association? a. E. D. Nixon b. Rosa Parks c. Martin Luther King Jr. d. Jo Ann Robinson (Answer: c; page 580) [Factual] 28. Who is Rosa Louise McCauley Parks and what does her life tell us about African Americans at the time?

(Answer, page 581) [Conceptual] 29. Which of the following is not true about King? a. He was a gifted, eloquent speaker. b. He inspired courage in others. c. He combined the ideas of nonviolence and black Christian theology in a unique way to provide a justification for the movement. d. He was the only real organizer and power behind the bus boycott.

(Answer: d; pages 580-581) [Factual] 30. What role did Martin Luther King Jr. play in the Montgomery bus boycott? What leadership skills and ideas did he bring to the civil rights movement?

(Answer, pages 580-581) [Factual] 31. What group of Montgomerians was pivotal to the effectiveness of the boycott? a. The women of the city were pivotal, only because they persuaded the men not to ride the buses. b. The women of the city, who funded and organized the boycott, were pivotal. c. Martin Luther King was really the only reason the boycott succeeded. d. The ministers, who were united behind the cause and took great personal risks, were pivotal.

(Answer: b; page 582) [Factual] 32. How did the boycott affect the bus system? a. It did not—whites were able to compensate by riding the buses more. b. It had a dramatic effect—it reduced their business by 65%. c. It affected the companies slightly, but it was the lawsuit that was the most effective. d. The marches and protests completely disrupted the bus routes.

(Answer: b; page 582) [Factual] 33. How did people outside the city of Montgomery assist with the boycott?

(Answer, pages 582-583) [Factual]

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34. What did activists in the Montgomery bus boycott find that they needed in addition to boycotts? Why? What were the concrete results of the boycott?

(Answer, pages 582-583) [Conceptual] 35. Who was the “most dangerous man in America,” at one point, according to J. Edgar Hoover? a. Bayard Rustin b. Martin Luther King Jr. c. W. E. B. Du Bois d. Marcus Garvey (Answer: b; page 583) [Factual] 36. What did the Supreme Court decide in the case of Browder v. Gayle? a. Whites had a right to segregate anything they wanted to under the Fourteenth Amendment. b. Blacks had no right to sue a private facility for discrimination. c. Segregation in public transportation was unconstitutional. d. Law schools had to be open to both blacks and whites.

(Answer: c; page 583) [Factual] 37. What early efforts were made against segregation on Montgomery’s buses before December, 1955? What event sparked the boycott? Who was instrumental in organizing it and getting it started? Who helped from outside the city? Who was a hindrance? What lessons were learned from the boycott?

(Answer, pages 578-583) [Conceptual]

No Easy Road to Freedom: 1957-1960 38. What group did Martin Luther King Jr. form to continue the civil rights struggle begun with the Montgomery bus boycott? a. Student Nonviolent Coordinating Committee b. Montgomery Bus Boycott League c. Southern Christian Leadership Council d. Congress of Racial Equality (Answer: c; page 583) [Factual] 39. What was not a goal of the SCLC? a. training black activists in nonviolent protest b. helping to get voting rights for blacks c. raising money for efforts across the country d. working to spread the ideas of all religions (Answer: d; page 583) [Factual] 40. How and why did tensions arise between the NAACP and the SCLC? (Answer, page 583) [Conceptual]

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41. Which of the following is true about the Civil Rights Act of 1957? a. The act outlawed poll taxes and literacy tests. b. The act created a commission to study infringements on black voting. c. The act provided an enforcement mechanism for school systems that refused to integrate. d. The act outlawed all discrimination in employment.

(Answer: b; pages 583-584) [Factual] 42. Why were blacks disappointed with the Civil Rights Act of 1957? What did it do?

(Answer, page 584) [Conceptual] 43. How did Orville Faubus react to the Brown decision? a. He completely accepted it. Arkansas was one of the few states to allow peaceful segregation. b. He tried to keep blacks from attending the local high school by posting the National Guard there, and closing the schools down. c. He basically did nothing, and was quickly voted out of office by a white supremacist mob. d. Faubus attempted to build a new school for blacks to keep them from integrating.

(Answer: b; page 584) [Factual] 44. How did events at Little Rock in 1957 force Eisenhower into acting on behalf of the black students?

(Answer, page 584) [Conceptual]

Black Youth Stand Up by Sitting Down 45. What group began to come to the forefront of the civil rights movement beginning in 1960? a. older blacks b. very poor agricultural workers c. college students d. northern whites (Answer: c; page 584) [Factual] 46. What tactic did college students begin to employ beginning in 1960? a. the protest bombing b. the boycott c. the musical concert benefit d. the sit-in (Answer: d; page 584) [Factual] 47. What is true about the sit-in in Greensboro, North Carolina in February of 1960? a. It was a completely spontaneous effort, with little planning beforehand. b. It was the first time the sit-in tactic had been used. c. It sparked a wave of similar activities, and great support from the student community. d. It was a complete failure generally..

(Answer: c; pages 584-585) [Factual]

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48. What facilities did Atlanta students specifically target? a. private, restricted clubs b. government facilities, which should have been willing to serve all customers c. Woolworth’s lunch counters d. swimming pools and outdoor parks (Answer: b; page 586) [Factual] 49. How did many local residents of the southern towns support the students’ efforts? a. Southerners never supported black efforts. b. Many southerners moved North at this time as a protest against the South. c. They supported them through economic boycotts of offending businesses. d. They supported them by donating substantial amounts of money to black colleges.

(Answer: c; page 586) [Factual] 50. Discuss the sit-in movement. Who was leading these activities? What types of activities, methods, and effects did they have?

(Answer, pages 584-586) [Conceptual] 51. What group did students form to continue their activism? a. Student Nonviolent Coordinating Committee b. Southern Christian Leadership Conference c. Congress of Racial Equality d. Southern Regional Congress (Answer: a; page 586) [Factual] 52. Why did students form the Student Nonviolent Coordinating Committee, rather than join the SCLC? a. They thought that Martin Luther King was a communist. b. They didn’t agree with the type of leadership structure of the SCLC. c. They thought that older people did not know anything about segregation. d. All of these answers are correct.

(Answer: b; page 586) [Conceptual] 53. What adult proved very influential in the formation of SNCC? a. Martin Luther King Jr. b. Ella Baker c. Bayard Rustin d. Jackie Robinson (Answer: b; page 586) [Factual] 54. Why did the SCLC object to the tactics and methods of the SNCC? a. They thought that SNCC was too conservative in accepting segregation. b. They wanted the students to work solely on issues for younger children. c. They thought the SNCC was too confrontational and disrupted race relations. d. They wanted less control of the movement.

(Answer: c; page 586) [Conceptual]

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55. What were the Freedom Rides? a. an interracial attempt by students to ride public transportation through the South b. an attempt to gain voting rights for blacks c. an attempt by whites to destroy the SCLC and SNCC d. an effort by the Kennedy administration to publicize black problems to people in the North (Answer: a; page 586) [Factual] 56. How did whites in Alabama react to the Freedom Riders passing through their state? a. They paid little attention, since the riders were peaceful and made no trouble. b. They reacted violently, bombing the buses and beating the riders and bystanders. c. They generally supported the black students, as long as they were peaceful. d. They supported the students with donations of food and money.

(Answer: b; pages 587-588) [Factual] 57. What was the result of the Freedom Rides? a. All of the students made it successfully to New Orleans, although they endured violence along the way. b. The remaining students who persevered through Alabama were promptly arrested in Mississippi. c. The students were able to get the buses desegregated after some legal effort. d. The students decided not to continue, as they had been frightened so badly.

(Answer: b; pages 587-588) [Conceptual] 58. Discuss the formation of the Student Nonviolent Coordinating Committee. How was it different from the SCLC? What methods and tactics did they stress? Give examples of some of the protests they were involved in.

(Answer, pages 586-588) [Conceptual] 59. Who is Robert Moses and what does his life tell us about African Americans and the civil rights movement?

(Answer, page 587) [Conceptual]

A Sight to Be Seen: The Movement at High Tide 60. Who did many African Americans initially support in the election of 1960? a. John F. Kennedy b. Richard Nixon c. George Wallace d. Lyndon B. Johnson (Answer: b; page 588) [Factual] 61. Why did many African Americans support John Kennedy during the 1960 presidential election? a. Many did not—he was seen as a typical racist from the South. b. Kennedy, as governor of Massachusetts, had hired many blacks into important offices. c. He made several important gestures, including helping King get released from prison. d. Kennedy promised to desegregate the military and housing, and to allow black churches to be exempt from taxation in the South.

(Answer: c; page 588) [Factual] 62. How did the election of 1960 prove that black voters were gaining influence and power among white politicians?

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63. What steps did Kennedy take in civil rights areas? a. He appointed numerous blacks to important administrative positions. b. He allowed his brother to put force into the Justice Department’s civil rights litigation. c. He required government agencies to stop discrimination in federally supported housing. d. He eliminated segregation in the military.

(Answer: c; pages 588-589) [Factual] 64. Kennedy generally only acted decisively for African Americans when what happened? a. He acted decisively when he felt his authority as president was threatened. b. Kennedy was a great civil rights supporter and acted for civil rights without regard to the thoughts of the white South. c. He acted decisively when he was asked by the Soviet Union to improve the situation for blacks. d. Kennedy failed to act decisively in any instance when he was in office.

(Answer: a; page 589) [Factual] 65. How did Kennedy react to the actions of Ross Barnett and George Wallace? a. He approved of their decisions to allow students to attend universities. b. He acted decisively, sending in or federalizing troops to ensure black students were admitted to universities. c. He refused to do anything, allowing them to deny admission to black students. d. He told them verbally he supported their actions, disappointing his black supporters.

(Answer: b; pages 588-589) [Factual]

The Albany Movement 66. What was the ultimate goal of the Albany Movement? a. the registration of a black student at the local college b. voter registration and total desegregation of the town c. that local restaurants serve blacks as well as whites d. that a local black newspaper be rebuilt after being burned down by racist whites (Answer: b; page 589) [Factual] 67. How did Albany Sheriff Laurie Pritchett respond when activists tried to overflow the jails? a. He reacted violently, using his police force to beat and murder black activists. b. He completely ignored them, refusing to send his officers out on the streets that day. c. He quickly found more space in surrounding jails, making the tactic useless. d. He immediately desegregated the town, without further objection.

(Answer: c; pages 589-590) [Factual] 68. What was the ultimate outcome of the Albany Movement? a. It was a complete success—with King’s assistance, they desegregated the entire town. b. Blacks were able to make some limited gains, like desegregating the lunch counters. c. Blacks were appointed to several political offices by the mayor to prevent further violence. d. It was a complete failure—although the city initially agreed to compromises, they quickly refused to implement any changes.

(Answer: d; page 590) [Conceptual]

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69. Discuss the Albany Movement. What were the results of this action, and why?

(Answer, pages 589-590) [Conceptual]

The Birmingham Confrontation 70. What problems were facing the civil rights movement in 1963? What did King choose to do?

(Answer, pages 590-591) [Factual] 71. Why was Birmingham selected as the location for a major civil rights initiative in early 1963?

(Answer, page 590) [Conceptual] 72. What did King’s “Letter from Birmingham Jail” state? a. He justified the use of direct action as a way to force change to unjust laws. b. He justified the use of violence in civil rights organizing. c. He foreshadowed his own assassination, noting that he was ready to die for his cause. d. That King was converting from Christianity to the Muslim faith.

(Answer: a; pages 590-591) [Factual] 73. What did King and the SCLC finally do to provoke “Bull” Connor to violence in Birmingham? a. They resorted to violence themselves. b. They decided to use children in the protest marches. c. They turned out in great numbers to march. d. The protesters appeared at a KKK rally.

(Answer: b; page 591) [Factual] 74. Who was responsible for the murder of civil rights activist Medgar Evers?

(Answer: Byron de la Beckwith; page 591) [Factual] 75. What did Kennedy do in response to the Birmingham March and the continued violence? a. He ignored the march and violence, since he was afraid of losing southern support. b. He proposed a major piece of civil rights legislation, but was never able to get enough support in Congress to pass it. c. He quickly denounced King’s use of violence in the march. d. Kennedy appointed a new commission to study the issue.

(Answer: b; page 591) [Factual]

A Hard Victory 76. What two dramatic events set the stage for larger changes in the civil rights movement? a. the Albany Movement and the Birmingham March b. the Albany Movement and King’s assassination c. Johnson’s election to the presidency and the Vietnam War d. Kennedy’s assassination and the bombing of the 16th Street Baptist Church in Birmingham (Answer: d; pages 592-593) [Conceptual]

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77. Describe the March on Washington. Why was it organized? What was the result for supporters and opponents of black rights?

(Answer, pages 591-593) [Conceptual] 78. What did the Civil Rights Act of 1964 not do? a. It created a regulatory body to monitor discrimination in employment. b. It banned discrimination in all public facilities across the nation. c. It gave the federal government the power to withhold federal money from discriminatory businesses or institutions. d. Restored all voting rights to African American men and women.

(Answer: d; page 593) [Factual] 79. What were the terms of the Civil Rights Act of 1964? Why was it important?

(Answer, page 593) [Conceptual] 80. Which state was generally seen as the symbolic center of racism and violence in 1964? a. Mississippi b. Georgia c. Florida d. Tennessee (Answer: a; pages 593-594) [Factual] 81. Which of the following groups was not a member of COFO? a. SNCC b. SRC c. SCLC d. NAACP (Answer: b; page 594) [Factual] 82. What was “Freedom Summer”? a. an attempt by students to ride integrated buses through the South b. an attempt by Martin Luther King to bring attention to segregation c. an SNCC project designed to bring voting rights to people in Mississippi d. an attempt by whites in the South to free themselves of meddlesome civil rights workers (Answer: c; page 594) [Factual] 83. Why did COFO recruit northern white students to help with Freedom Summer? a. There were no black students interested. b. They thought the white students would give the project more media attention. c. They thought the white students were more experienced in organizing activities. d. They wanted some younger people to balance the age ratio..

(Answer: b; page 594) [Conceptual]

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84. What party did Freedom Summer activists create to challenge the all-white Mississippi Democratic Party? a. Black Power Party b. True Democratic Party c. Mississippi Freedom Democratic Party d. Racial Freedom Party (Answer: c; page 594) [Factual] 85. Discuss the Mississippi Freedom Summer and the development of the Mississippi Freedom Democratic Party.

What were the outcomes of the students’ efforts?

(Answer, pages 594-595) [Conceptual] 86. Who was Dorothy Irene Height and what does her life tell us about African Americans at the time?

(Answer, page 596) [Conceptual] 87. What happened to civil rights protesters as they attempted to cross the Edmund Pettus Bridge on the March 1965 march from Selma to Montgomery? a. They were allowed to cross peacefully, a great achievement for King and the movement. b. They were highly criticized by most middle-class blacks. c. The police tear-gassed and beat the demonstrators, all of which was captured on television. d. They received notice of the passage of the Civil Rights Act, and the protest march became a great celebration.

(Answer: c; page 595) [Factual] 88. What act of violence was the immediate cause of Johnson pushing through the Voting Rights Act of 1965? a. the 16th Street Baptist Church bombing b. the assassination of Martin Luther King c. the assassination of John F. Kennedy d. the murder of James Reeb, a white minister from Boston, who was visiting Alabama (Answer: d; page 595) [Conceptual] 89. What did the Voting Rights Act not do? a. It outlawed educational requirements for voting in certain areas. b. It allowed the federal government to supervise voter registration. c. It greatly increased black political participation in the South. d. It created the Equal Employment Opportunity Commission.

(Answer: d; pages 595, 597) [Factual] 90. How did the events in Selma, Alabama trigger the Voting Rights Act of 1965? What did that piece of legislation provide for?

(Answer, pages 595, 597) [Conceptual] 91. Examine Map 21-1. Where do we see the greatest increase in percentage of blacks registered to vote? Where do we see the smallest increase? Why does this discrepancy exist?

(Answer, page 597) [Conceptual]

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CHAPTER TWENTY-TWO: BLACK NATIONALISM, BLACK POWER, BLACK ARTS IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Black Power Black manifesto COINTELPRO Community Action Programs Project 100,000 Poor People’s Campaign

OBJECTIVE/ANALYTICAL QUESTIONS The Fading Dream of Racial Integration: Black Nationalism 1. How did California demonstrate in 1964 that it was opposed to racial desegregation? a. It did not—California has always been at the forefront of legislation promoting racial equity, since it is such a diverse state. b. Although it was later declared unconstitutional, Californians approved a law allowing voter registration solely on the basis of race. c. It passed a state constitutional amendment repealing all legislation banning discrimination in housing. d. Californians passed a law in that year promoting segregated schools, and abolishing some public schools in mostly black areas.

(Answer: c; page 608) [Factual] 2. How did the candidacy of George Wallace, an avowed racist, fare in the presidential election of 1964? a. Wallace did surprisingly well in several states outside the South. b. Wallace received almost no support in any area. The failure of his candidacy indicated that racial attitudes were changing. c. Wallace was beaten very narrowly by Johnson in the primaries. d. Wallace received the support of all the deep South states, but no others.

(Answer: a; page 609) [Factual] 3. What was the first political organization to adopt the black panther as its symbol? a. the Black Panther Party b. the Democratic Party c. the Africa Free Party d. the Lowndes County Freedom Organization (Answer: d; page 609) [Factual] 4. How did the goals and tactics of the civil rights movement change during the late 1960s?

(Answer, page 608-609) [Conceptual]

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5. To what religion or denomination did Malcolm Little convert while in prison? a. Baptist b. African Episcopalian Methodist c. Nation of Islam d. the Peace Mission Movement (Answer: c; page 609) [Factual] 6. What was not a view of Malcolm X about changing black people’s status in America prior to 1964? a. He thought that nonviolence was an ineffective tactic. b. He rejected integration, saying that most blacks did not want to spend time with whites. c. He felt that real revolution would only come with bloodshed. d. He hoped to work with the NAACP and Martin Luther King to affect change.

(Answer: d; pages 609-610) [Factual] 7. How did Malcolm X’s views begin to change after his visit to Mecca in 1964? a. He became more in favor of segregation and subordination for blacks. b. He renounced his former view that all whites were evil, and began speaking about connections between systems in Africa and the United States. c. He began speaking for the use of violence and force to overcome racism. d. He began to insist that all blacks move to Africa.

(Answer: b; page 610) [Factual] 8. Why did Malcolm X develop the types of views he had regarding the improvement of blacks’ position in society? Who did he inspire?

(Answer, pages 609-611) [Conceptual] 9. How did Stokely Carmichael change SNCC around 1965? a. He expelled all white members. b. He began to admit whites. c. He forced all members to renounce nonviolence and Christianity. d. He set age limitations on group members in order to allow only college-age students to be members.

(Answer: a; page 610) [Factual] 10. What did Carmichael say Black Power meant? a. reverse discrimination, favoring blacks over whites by any means necessary b. positive self-identity, racial pride, and independent economic and political power c. the removal of segregation d. Carmichael never really defined black power (Answer: b; pages 610-611) [Factual] 11. How did Stokely Carmichael change SNCC? Why? What was the result of the change?

(Answer, pages 610-611) [Conceptual]

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12. How did H. Rap Brown change the rhetoric of the Black Power Movement? a. He began adopting nonviolence, and stressing a return to Christian values. b. He used more violent language, and threatened destruction and violent acts to obtain what he wanted. c. He advocated the forceful overthrow of the United States government, to be replaced by a government similar to the Soviet Union’s. d. He hoped to place women’s rights as a central part of the movement’s goals.

(Answer: b; page 611) [Factual] 13. How were churches changed by the idea of black power? What does this tell us about religion in America?

(Answer, pages 611-612) [Conceptual]

The Black Panther Party 14. Why did the Black Panthers alarm white Americans? a. They advocated self-defense, and frequently patrolled black neighborhoods with guns to protect them. b. They were stressing a return to segregation, which had become unpopular. c. They advocated violence against all whites, regardless of political views. d. They hoped to move all African Americans to Africa, thereby removing an important part of the labor force.

(Answer: a; page 612) [Factual] 15. What was not a type of program started by the Black Panthers in urban areas? a. efforts to reform the American prison system b. programs to educate people about the dangers of drugs c. programs to educate blacks about their history d. efforts to work with police to establish better relations with communities (Answer: d; page 612) [Factual] 16. Who was the first black woman to make the FBI’s Ten Most Wanted list?

(Answer: Angela Davis; page 614) [Factual] 17. What sparked the uprising at Attica Prison in New York? a. the murder of a black prison guard by white inmates b. the rape of a white prison nurse by a black inmate c. George Jackson’s death – he was shot and killed by prison guards after being accused of murdering a guard d. the revelation that a leader of the prison inmates was actually an FBI informant (Answer: c; page 614) [Factual] 18. What types of programs did the Black Panther Party develop? Why were they interested in prison reform? What were the results of their activism?

(Answer, pages 612-615) [Conceptual]

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The Inner-City Rebellions 19. What were conditions like for most urban blacks during the 1960s? a. Economically, most blacks were far worse off than white Americans. b. Most urban blacks were gaining in status and prestige at the time. c. Most urban blacks were doing far better than urban whites at the time. d. Urban blacks and urban whites were at about the same economic level.

(Answer: a; page 615) [Factual] 20. What was a primary complaint among many black communities that had riots in the years from 1965 to 1969? a. charges of black men raping white women b. charges of police brutality or unfair, discriminatory practices c. charges that blacks had been trying to exercise political power d. Urban riots in those years were sparked solely by white racism. Blacks never participated in the riots.

(Answer: b; pages 615-616) [Factual] 21. What was significant about Newark, New Jersey during 1967, and may have provoked its riot that year? a. Newark had the most highly educated black population in the nation. b. Newark had the highest level of unemployed mothers with teenaged children. c. The city had the highest unemployment rate for black men in the United States. d. Newark was one of the only segregated cities in the North.

(Answer: c; page 615) [Conceptual] 22. Why were people surprised by the Detroit riot in the summer of 1967? a. Detroit had already had a large riot the summer before, and things seemed quieter. b. Detroit had never had any race problems before. c. Detroit seemed a model city for race relations, especially with the importance of Motown. d. Detroit blacks were among the best paid in the country.

(Answer: c; page 615-616) [Conceptual] 23. How did President Johnson respond to the riots in the summer of 1967? a. He declared martial law in most large urban areas for the remainder of the summer, and restored the peace. b. He established a commission to investigate the conflicts, and come up with solutions. c. He ignored the riots and hoped that they would die down on their own. d. He began drafting more black men from those areas for the war.

(Answer: b; page 616) [Factual] 24. On what did the Kerner Commission blame the riots? a. unfair drafting practices of the United States Army during the Vietnam War b. widespread hunger among African Americans c. blacks attempting to make too many gains too fast d. white racism and the unequal treatment of blacks (Answer: d; page 616) [Factual] 25. What did the Kerner Commission find about the causes of urban riots? What did it recommend? What does this tell us about white racism at the time?

(Answer, pages 616-617) [Conceptual]

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26. Discuss several of the urban riots during the period from 1965 through 1969. What provoked them? What was the outcome of each? How did Johnson respond?

(Answer, pages 615-617) [Conceptual]

Difficulties in Creating the Great Society 27. Which of the following was not a Great Society program? a. Community Action Programs b. Head Start c. Social Security Act d. Volunteers in Service to America (Answer: c; page 617) [Factual] 28. Why did some politicians oppose the Great Society? a. They didn’t want certain people---especially poor, previously disfranchised people---voting. b. They felt that these programs ignored the problems of poverty. c. They thought the programs did not spend enough. d. The programs were too conservative for Democrats.

(Answer: a; page 617) [Conceptual] 29. What led to the downfall of Great Society programs? a. Lyndon Johnson’s increased spending on the Vietnam War b. Johnson losing interest in the Great Society c. the election of Richard Nixon d. the violence of the Black Power movement (Answer: a; page 617) [Factual] 30. What was the Great Society? What happened to it? How did it affect blacks?

(Answer, pages 617-618) [Conceptual]

Johnson and the War in Vietnam 31. Who was the leader of the Vietnamese Communists in 1945 and after? a. Kim Il Sung b. Ho Chi Minh c. Vo Nguyen Giap d. Nguyen Minh (Answer: b; page 618) [Factual] 32. How did the Vietnamese see the Americans after the defeat of the French in 1954? a. as just another white colonial power attempting to keep them from independence b. as liberators from French domination c. as freedom fighters, helping them win their independence from China d. as role models in the attempt to restore democracy (Answer: a; page 618) [Factual]

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33. How did Johnson feel about U.S. involvement in Vietnam? a. He thought if he fought the war in Vietnam, he would gain more support for his domestic programs. b. He was very excited about the war and a chance to beat the communists and prove American military superiority. c. He had mixed feelings. He didn’t want to lose the war to the communists, but he knew it would hurt his Great Society programs. d. Johnson had repeatedly looked for ways to get out of Vietnam since he took office from Kennedy.

(Answer: c; page 618) [Factual] 34. How did Vietnam affect black participation in the armed forces? a. As with every other war in American history, blacks were relegated to menial tasks, and rarely fought in combat roles. b. Blacks refused to serve in the Vietnam War, thinking it was a white man’s war to dominate a darker skinned people. c. Blacks served in increasing percentages, and were sent out for combat frequently. d. Vietnam actually saw a return to segregated military forces.

(Answer: c; page 618) [Factual] 35. What was Project 100,000? a. a program designed to increase the number of draftees for the Vietnam War by lowering standards and requirements b. a program designed to help 100,000 more young blacks get into traditionally white colleges c. a program to give money to the poorest 100,000 families in America, most of them black d. a program to give medical insurance to the 100,000 people injured in urban riots during the 1960s (Answer: a; page 618) [Factual] 36. How did the United States become involved in the Vietnam War? How were blacks affected by the war in Vietnam?

(Answer, page 618) [Conceptual] 37. How did black participation in the military change over the course of the Vietnam War? How was this experience different from or similar to other wars?

(Answer, page 618) [Conceptual]

Johnson: Vietnam Destroys the Great Society 38. What was not an effect of the Tet Offensive on Johnson? a. He announced that he would not run for president again. b. He said he would halt the bombing of North Vietnam. c. He wanted to begin to negotiate for peace in the war. d. He decided to step up military maneuvers in Vietnam.

(Answer: d; pages 619-620) [Conceptual] 39. How did the war in Vietnam frustrate Johnson and his War on Poverty?

(Answer, pages 618-620) [Factual] 40. Who is Muhammad Ali and what does his story tell us about blacks at this time?

(Answer, page 621) [Conceptual]

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King: Searching for a New Strategy 41. Why did King begin plans for the Poor People’s Campaign in 1967? a. After working briefly in Chicago, he realized that racial discrimination and economics were closely linked—and any attempt to better the situation for blacks would have to involve economic gains. b. His advisors notified him that he was losing support among poor people in the cities, because he had done little to help their economic situation. c. The Poor People’s Campaign was actually a program initiated by Lyndon Johnson. d. King hoped to gain the support of the poor when he ran for president in 1968.

(Answer: a; page 622) [Conceptual] 42. What was a goal of the Poor People’s Campaign? a. only to help poor people gain access to health care b. to help poor people clean up their neighborhoods, and have better access to city services like garbage pickup c. a federally guaranteed minimum income for everyone d. to try to get better treatment from police, who constantly victimized poor blacks (Answer: c; page 622) [Factual] 43. How did King feel about the Vietnam War after 1966? a. He became more supportive of the war as the United States began beating the communists there. b. He never made a public statement about the war. c. He was increasingly critical of the war as well as the idea that blacks should fight for a country that wouldn’t guarantee or protect their civil rights. d. He vacillated constantly over the war, and never really came to a firm position before his death.

(Answer: c; page 622) [Factual] 44. How did Martin Luther King Jr. begin to change his views about problems facing blacks after 1965? Why? What did he begin to do?

(Answer, page 622) [Factual] 45. Who is widely credited with assassinating King? a. John Hinckley b. James Earl Ray c. Ted Bundy d. Louis Farrakhan (Answer: b; page 622) [Factual]

The Black Arts Movement and Black Consciousness 46. What did the black arts movement see as the role of art in black life? a. Art should be uplifting and simply provide an escape from everyday life’s worries. b. Art should be combined with involvement in politics and community life to help blacks gain status. c. Art had no role in culture, and blacks should focus on removing political and social discrimination. d. All art forms came originally from Africa.

(Answer: b; pages 622-623) [Factual]

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47. How was the black arts movement criticized? a. for being racist b. for being too concerned with art for art’s sake and not enough with politics or inequality c. for being too male-centered and homophobic d. for taking advantage of working-class people (Answer: c; page 623) [Factual] 48. Who was often considered the most popular black writer of the black arts movement? a. James Baldwin b. Richard Wright c. Martin Luther King d. LeRoi Jones (Answer: a; page 624) [Factual] 49. Which of the following was not a characteristic of poetry during the black arts movement? a. It combined sounds and rhythms of the street, music, and religious sermons. b. It was published by a variety of journals in Chicago, Detroit, and New York. c. It generally only used very formal, stilted language to dramatize the effects of white society on black life. d. The only poetry published was by black men.

(Answer: a; page 624) [Factual] 50. Who was Lorraine Hansberry and what does her life tell us about African Americans?

(Answer, page 625) [Conceptual] 51. Who found jazz music the most important and influential during the black arts movement? a. the general black population b. black intellectuals c. white intellectuals d. black women (Answer: b; page 626) [Factual] 52. Why did many black intellectuals feel that jazz was so important to blacks? a. Jazz was very controlled and rhythmic, and stressed classical learning. b. Jazz required greater understanding of art and literature than any other music form. c. The music seemed to challenge Western views of music, and had long been a way for blacks to express their feelings and individuality. d. Black intellectuals frequently denigrated jazz as only for common people.

(Answer: c; page 626) [Conceptual] 53. Who was the “Godfather of Soul”? a. Berry Gordy b. Chuck Berry c. Miles Davis d. James Brown (Answer: d; page 626) [Factual]

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54. Why was Berry Gordy important in black music and life? a. He was the first black presidential candidate, in addition to founding Motown. b. He contributed to the civil rights movement both through the production of black music, and also through financing important ventures. c. He helped to stop the Detroit Race Riot, both in 1957 and 1967. d. He was the primary politician behind the Civil Rights Act of 1964..

(Answer: b; page 626) [Conceptual] 55. What role did black arts play at this time? Who were important influences? What does this tell you?

(Answer, pages 622-626) [Conceptual]

The Second Phase of the Black Student Movement 56. What event is generally seen as the beginning of the second phase of the black student movement? a. the Attica Prison Revolt b. the first sit-ins in the 1960s c. the Orangeburg Massacre d. the death of Malcolm X (Answer: c; page 627) [Factual] 57. What provoked the Orangeburg Massacre? a. students protesting a lynching of a local political activist b. students at a predominantly black college protesting an all-white bowling facility c. the police attempting to stop college students from voting d. white politicians in the area attempting to reintroduce segregation in schools (Answer: b; page 627) [Factual] 58. What role did students play in the civil rights movement from 1968 to 1975? What were some key events? What did they want to accomplish and how successful were they?

(Answer, pages 626-628) [Conceptual] 59. Why did colleges begin to form black studies departments in the late 1960s and early 1970s? a. They began to feel that black studies were important, even before blacks became students there. b. They were forced to form black studies departments by the Supreme Court. c. More blacks entered white colleges, and began to demand courses of relevance to their lives. d. Local NAACP groups demanded such programs, or they would riot and have protests.

(Answer: c; page 627) [Conceptual] 60. Which college created the first black studies department in 1968? a. University of California at Berkeley b. San Francisco State College c. Harvard University d. University of Alabama (Answer: b; page 628) [Factual]

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61. Why was the establishment of black studies departments important to many blacks during the late 1960s and early 1970s?

(Answer, page 628) [Conceptual] 62. What did black students demand at predominantly white colleges in the 1960s and 1970s? Why? (Answer, pages 627-628) [Conceptual]

The Election of 1968 63. What issues did George Wallace, a candidate in the 1968 presidential election, stress? a. He pressed for additional rights for blacks, and the initiation of affirmative action programs. b. He stressed using more blacks in the military in Vietnam. c. He denounced desegregation and civil rights for blacks, and approved of repression of any demonstrators. d. He proved that black women were treated unfairly in defense industries.

(Answer: c; page 628) [Factual]

The Nixon Presidency 64. Which of the following is false about the presidency of Richard Nixon? a. In everything he did, Nixon was very conservative, rarely doing anything innovative or new. b. Nixon endorsed a plan to give every poor family a guaranteed amount of income. c. Nixon’s personality influenced his decision to wiretap and watch demonstrators and political opponents, even without regard to the law. d. Nixon was never strongly behind desegregation.

(Answer: a; page 629) [Factual] 65. What did the “Moynihan Report” see as the main source of economic and civil problems among blacks? a. the “breakdown” of the black family, with too many families led by single women b. police brutality in the cities c. the lack of role models for black children d. the laziness and lack of work ethic among most blacks (Answer: a; page 629) [Factual] 66. What was the “Moynihan Report”? How did it explain problems among blacks? How was it criticized? What does this criticism tell us?

(Answer, page 629) [Conceptual] 67. What was the Family Assistance Plan? a. a plan to stop all government financial assistance to families with only a female head of household b. a plan to guarantee every poor family without a wage earner a certain level of income c. a plan to assist middle-class families by using tax breaks, helping those who needed it the least d. a plan to raise the amount of tax deductions a family could take for each child (Answer: b; page 629) [Factual]

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68. What occurred in Boston when a judge ordered several schools to desegregate by busing students to different areas? a. Whites accepted the proposal enthusiastically. b. Black parents and students rioted against police, with much racial violence continuing. c. White parents and students rioted against police, with much racial violence continuing. d. President Nixon refused to enforce the order, and it was ineffective.

(Answer: c; page 630) [Factual] 69. What actions did Nixon take with respect to blacks?

(Answer, pages 629-630) [Factual] 70. What was Vietnamization? a. Nixon’s policy of withdrawing American troops and turning the war over to the South Vietnamese b. Nixon’s policy of allowing Vietnamese citizens asylum in the United States c. Nixon’s idea that by withdrawing from the war, he would be better able to create the ideal of the Great Society d. Nixon had decided to use nuclear weapons, and was only stopped by the surrender of the North Vietnamese (Answer: a; page 630) [Factual]

The Rise of Black Elected Officials 71. What effect did the Voting Rights Act have on black voting power outside the South? a. virtually none—blacks there had been voting and getting significant political power for some time b. a tremendous effect, as blacks tried to vote to demonstrate new political power and voice c. a marginal effect, since it really wasn’t enforced d. no effect, since the Voting Rights Act only applied to the South (Answer: b; page 631) [Conceptual] 72. Who became the first black mayor of a major American city in 1967? a. Vernon Jordan of Jackson b. Richard Daley of New York City c. Carl Stokes of Cleveland d. Martin Luther King of Atlanta (Answer: c; page 631) [Factual] 73. What was the main difference between the winning mayoral campaigns of Carl Stokes and Richard Hatcher? a. Hatcher openly espoused racism and segregation, while Stokes was for black civil rights. b. Hatcher won with a very small percentage of white votes, while Stokes won through an interracial effort. c. Stokes ran as a Black Panther, while Hatcher remained a Democrat. d. Hatcher was endorsed and supported by Martin Luther King.

(Answer: b; page 631) [Conceptual] 74. Which of the following was not a difference between blacks seen at the Gary convention? a. Some wanted separate cultural institutions solely for blacks. b. Some opposed busing as a way to integrate schools. c. Some rejected forming all black unions as a way to protest union discrimination. d. Some wanted only the elite to control black politics, returning to Du Bois’s idea of a “Talented Tenth.”

(Answer: d; pages 631-632) [Conceptual]

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75. Why was the Gary convention important? a. It indicated a shift to electoral politics from direct action within the civil rights movement. b. Blacks emerged from the convention unified over goals and tactics. c. It was not important. Although widely publicized, few blacks supported the radical propositions of the Black Panther Party. d. It demonstrated that white supremacy was alive and well.

(Answer: a; pages 631-632) [Conceptual] 76. Why is L. Douglas Wilder significant? a. He was the first black presidential candidate. b. He was the first black senator from Virginia. c. He was the first black governor of a southern state since Reconstruction. d. He was the first black man to become a billionaire.

(Answer: c; page 632) [Conceptual] 77. What changes in black political representation occurred between the 1970s and the 1990s? How and why?

(Answer, pages 631-633) [Conceptual]

Economic Downturn 78. What were the 1970s like for many poor and working class blacks economically? a. Blacks were gaining tremendous ground economically during the 1970s. b. They were difficult. The number of black men in poverty increased, and more blacks became poor relative to whites. c. Whites lost many jobs to blacks during the 1970s, although overall, income remained the same. d. Black women’s income rose because of the women’s movement, but income for teenagers dropped dramatically.

(Answer: a; page 633) [Factual]

Black Americans and the Carter Presidency 79. How did blacks view the Carter presidency?

(Answer, pages 633-634) [Factual] 80. What types of actions did Jimmy Carter take with respect to blacks? What was the overall effect of his presidency for African Americans?

(Answer, pages 633-634) [Conceptual]

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CHAPTER TWENTY-THREE: AFRICAN AMERICANS AT THE MILLENNIUM IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Deindustrialization Hip-hop Gangsta rap Afrocentricity Antimiscegenation

OBJECTIVE/ANALYTICAL QUESTIONS Progress and Poverty: Income, Education, and Health 1. How did Reginald Lewis become the wealthiest black man in America? a. He was a music producer, for people like Michael Jackson. b. He founded the computer company Microsoft. c. He was a successful businessman. d. He was a well-known actor in several films, under the name Denzel Washington.

(Answer: c; page 645) [Factual] 2. How did the economic situation for blacks change in the late twentieth century compared to the mid twentieth century? a. More black women were forced into domestic and food service jobs. b. Black family income increased dramatically. c. Black wealth completely closed the income gap with whites. d. Overall, economic opportunities for blacks dropped dramatically.

(Answer: b; page 646) [Factual] 3.Who is Mark Dean and what does his experience tell us about African Americans?

(Answer, page 646) [Conceptual]

The Persistence of Black Poverty 4. Which of the following is not true regarding African Americans and inner-city poverty? a. Inner cities are generally cut off from the rest of society. b. Inner cities have high rates of HIV infection and increased levels of violence and crime. c. Poor black children are adversely affected, since they often live only with their mothers, who have limited access to jobs and education to help them move out of poverty. d. Most African Americans have moved out of poverty in the inner cities.

(Answer: d; page 647) [Conceptual]

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5. How did life change for upper- and middle-class blacks in the late 1980s? What problems did many poor blacks continue to face?

(Answer, pages 647-648) [Factual] 6. Briefly discuss the economic history of Oakland, California. How does Oakland demonstrate what has been happening to many blacks economically in the late twentieth century?

(Answer, page 648) [Conceptual] 7. How did the recession of 2001 and 2008 affect black women in particular? a. They actually made some gains, as they took jobs white women vacated. b. Black women began both recessions with much higher rates of unemployment than other ethnic groups. c. Black women were forced out of menial positions so that whites and Hispanics could have the jobs. d. Black women benefited because black men received more benefits from the government at this time.

(Answer, b; pages 648-649) [Factual] 8. What is the status of education for blacks around the turn of the twenty-first century? How much progress has been made since the Brown decision in 1954?

(Answer, pages 649-650) [Factual] 9. What developments have occurred regarding school desegregation post 2005? a. The Supreme Court has argued that school plans to take race into account in an effort to desegregate violate the 14th amendment. b. The Supreme Court has consistently upheld school plans to desegregate, seeing diversity as a positive good in American society. c. The Supreme Court has generally ignored all recent court cases regarding desegregation. d. The Supreme Court has supported southern plans to segregate its school systems again by beginning private schools.

(Answer, a; pages 649-650) [Factual] 10. Regarding health around the turn of the twenty-first century, a. African Americans continue to have lower infant mortality rates. b. Life expectancy has declined slightly since the 1950s. c. Although many African Americans are healthier, they often distrust the health-care system. d. Skin cancer has become a leading problem among African Americans.

(Answer: c; page 650) [Factual] 11. What is true about African Americans and HIV/AIDS? a. Very few new cases of HIV/AIDS are from African Americans. b. Some black men, as a part of the “Down Low” culture, were having unprotected homosexual sex and spreading the disease to their female partners. c. African-American women rarely seek testing for HIV/AIDS. d. Most African Americans who acquire HIV get the disease from homosexual sex.

(Answer: b; pages 650-651) [Factual] 12. What types of gender issues are involved with HIV and AIDS among the black community? Why are blacks more likely to have HIV/AIDS than any other group?

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African Americans at the Center of Art and Culture 13. How was the cultural flowering of the 1980s and 1990s different from that in the 1960s and 1970s? a. The art included more political flavor than before. b. Literature was mainly aimed toward poetry in languages other than English. c. Film began to be used as a political tool and art form. d. The 1980s and 1990s included women, especially novelists, to a greater degree.

(Answer: d; page 651) [Conceptual] 14. Briefly discuss some of the literary achievements by African Americans in the late twentieth century. How are some of these works different from, or similar to, black literary works in other periods (the Chicago Renaissance or the 1960s, for example)?

(Answer, pages 651-652) [Conceptual] 15. Who is Michael Jackson? What does his life tell us about African Americans at this time?

(Answer, page 653) [Conceptual] 16. Which of the following is not true about rap music? a. It is often composed of tracks from different songs. b. It draws inspiration from earlier versions of black music. c. Many critics thought that it was only a fad, and would fade away quickly. d. It tended to mimic some of the earlier trends with bebop.

(Answer: d; page 654) [Factual] 17. With what techniques is Grandmaster Flash credited in rap? a. Flash was notorious for simply copying other rappers’ styles. b. Flash began the rap music tradition of using female backup singers. c. He is credited with the technique of scratching and combining records on two turntables to produce a unique song. d. He is generally credited with beginning the style known as “gangsta rap.”

(Answer: c; page 654) [Factual] 18. What role did rap play within the black community, especially during the Reagan years? What facets of black life did it emphasize?

(Answer, pages 654-655) [Conceptual] 19. How have Russell Simmons and Sean “P. Diddy” Combs affected the development of rap?

(Answer, page 655) [Factual] 20. Why have some blacks criticized gangsta rap? a. It is generally too loud, and damages the eardrums of children. b. Its lyrics are often anti-women, violent, and offensive. c. It advocates having blacks in subordinate positions to whites in society. d. It is generally only copying other musicians’ creative efforts.

(Answer: b; page 655) [Factual]

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21. What rap artist emerged to counter the images of women presented by gangsta rap artists?

(Answer: Queen Latifah; page 655) [Factual] 22. Discuss developments in black music during the 1980s and 1990s. How has rap music been criticized? What does that tell you about America?

(Answer, pages 654-655) [Conceptual] 23. What are the four main approaches to understanding African-American history? Why are historians and other intellectuals not in agreement?

(Answer, page 656) [Conceptual] 24. Supporters of Afrocentricism argue that a. Europeans are actually the highest culture, and Africans should follow their lead. b. America is a melting pot, bringing together many cultures, including Africans. c. Africa should be only one of the main focal points of their study of history. d. European civilization came from African origins, especially from Egypt.

(Answer: d; page 656) [Factual] 25. As the field of African American studies has matured, what has happened? a. Black women have begun to emphasize that women should be supreme over men, as feminism has taken over. b. Some scholars have criticized Afrocentricism as falsely constructing a “glorious past” for African Americans. c. Black scholars have generally begun to deny that race is a changing category of identity. c. Generally, schools have refused to adopt the curriculum, except at Temple University.

(Answer, c; pages 656-657) [Conceptual] 26. Briefly discuss the issue of Afrocentricism. What supporting and opposing arguments to this philosophy have blacks advanced? What does this tell us about the black community?

(Answer, pages 656-657) [Conceptual] 27. Discuss various developments in black culture, the arts, and intellectual leanings during the 1980s and 1990s.

Who were some of the major figures?

(Answer, pages 651-657) [Factual]

Black Religion at the Dawn of the Millennium 28. What institution continued to be at the center of black life during the late twentieth century? a. newspapers b. music, particularly rap c. churches d. the NAACP (Answer: c; page 657) [Factual] 29. How has black religion changed or remained the same in the years since Reconstruction?

(Answer, pages 657-658) [Conceptual]

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30. For what did Pope John Paul II apologize in 1993?

(Answer: the Catholic church’s support of slavery; page 658) [Factual] 31. Martin Luther King Jr. said that “Sunday morning is the most segregated hour in America.” What accomplishments are changing this slightly?

(Answer, page 658) [Conceptual] 32. How are gender and sexuality affecting black churches? How have different denominations tackled these issues?

(Answer, pages 658-659) [Factual] 33.Which church has been at the forefront of gender reform in the black community? a. the Nation of Islam b. the Catholic Church c. the AME Church d. the Baptist church (Answer: c; page 659) [Factual] 34. How did the terrorist attacks of September 11, 2001 affect Black Muslims?

(Answer, pages 659-660) [Conceptual] 35. How has religion continued to contribute to black life?

(Answer, pages 657-660) [Conceptual]

Louis Farrakhan and the Nation of Islam 36. How is Louis Farrakhan tied to Elijah Muhammad and Malcolm X? (Answer, page 660) [Factual] 37. What statements of Farrakhan’s attracted national attention during and after the 1984 presidential campaign? a. He said that blacks were actually superior to whites. b. He said he hoped for a return to a male-dominated, segregated society, where blacks were subordinate. c. He denounced rap music, and called it “the music of the devil.” d. He made anti-Semitic comments, stating that he thought Jewish people were at the heart of black problems in America.

(Answer: d; page 660) [Factual] 38. What types of goals did Farrakhan set for Nation of Islam members? a. He pushed aggressively for civil and political rights. b. He wanted women to be the social and political equals to men. c. He pressed for equal constitutional rights for children. d. He thought they should help themselves, by using gains they already had, using a rhetoric very similar to Booker T. Washington’s.

(Answer: d; page 660) [Factual]

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39. What was a culminating event of Farrakhan’s leadership of the Nation of Islam? a. his trip to Mecca b. his denunciation of Jews c. the Million Man March d. his reaction to September 11 (Answer: c; pages 660-661) [Factual] 40. How was the Million Man March criticized? What does this tell us about black religion at the time?

(Answer, page 661) [Conceptual] 41. Discuss the developments and changes in the Nation of Islam from the 1970s to the 1990s. What has been the role and views of Louis Farrakhan?

(Answer, pages 660-661) [Factual]

Complicating Black Identity in the Twenty-First Century 42. How did the U.S. Census change in 2000? What does this reflect about American society? What were the trends that resulted in this change?

(Answer, page 661) [Conceptual] 43. How has the Census changed its questions about race and ethnicity over time? Why have these changes been made?

(Answer, page 662) [Conceptual] 44. What arguments have been made about racial statistics? a. They should not ever be used as they are always discriminatory. b. That without racial statistics, we might not know if we need programs to change discrimination. c. That they stop miscegenation. d. That they should only be used at the state level, not the national level.

(Answer: b, page 662) [Factual] 45. What two areas have seen increased migration to the United States since the 1960s? a. the West Indies and Brazil b. Africa and the West Indies c. Brazil and Africa d. Cuba and Ethiopia (Answer: b; page 663) [Factual] 46. Which of the following was not an achievement of the women’s movement of the 1970s? a. Women secured passage of a constitutional amendment prohibiting discrimination on the basis of sex. b. Women gained access to affirmative action programs in higher education. c. Women gained the right to a legal abortion. d. Women pushed for equality in the workplace.

(Answer: a; pages 663-664) [Factual]

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47. Why did some African-American women become attracted to feminism? a. They hated men, and hoped to be admitted into the military. b. They wanted to reduce the birthrate in America. c. They became increasingly disillusioned with black male attitudes toward them in the civil rights, black power, and black civil rights movements. d. No black women supported feminism.

(Answer: c; page 664) [Conceptual] 48. What accomplishments have black feminists made?

(Answer, pages 664-665) [Factual] 49. Which of the following is true about homosexual African Americans in the 21st century? a. Many African Americans are openly hostile to gays and lesbians, even to the point of being instrumental in prohibiting gay rights to marry in California. b. Because African Americans have consistently been discriminated against themselves, they support the rights of others who have also been the victims of discrimination, including homosexuals. c. Coretta Scott King and Jesse Jackson generally ignored gay rights in favor of working to end poverty. d. Homosexual African Americans were very open about their sexuality.

(Answer: a; pages 665-666) [Factual]

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CHAPTER TWENTY-FOUR: THE TRIUMPH OF BLACK POLITICS: 1980 TO THE PRESENT IDENTIFICATIONS (Factual and Conceptual) For each of the following, identify by answering the questions – Who? What? When? Where? Describe the significance by answering the questions – Why is this important? Why do we study this?

Affirmative action Rainbow Coalition

OBJECTIVE/ANALYTICAL QUESTIONS Ronald Reagan and the Conservative Reaction 1. How did Ronald Reagan’s election affect African Americans? a. Reagan worked for better opportunities for blacks, and to expand civil rights. b. It affected them badly—Reagan turned away from broadening civil rights advances and opportunities. c. Reagan was a rather mixed case. He appointed a lot of blacks to high cabinet positions, but seemed unwilling to risk losing support of southern whites to do much else for them. d. Reagan ignored all aspects of black civil rights, hoping to make the issue go away.

(Answer: b; page 673) [Conceptual] 2. Which of the following groups was not a part of the coalition that elected Ronald Reagan in 1980? a. white southerners unhappy with the civil rights movement changes b. people opposed to women’s rights and abortion rights c. white northerners unhappy about busing and affirmative action d. people who hoped to increase government spending on different government programs (Answer: d; page 673) [Factual] 3. Which of the following was not a program adopted by the Reagan and Bush (Sr.) administrations that had a negative effect on blacks? a. They cut funds for the redevelopment of inner cities. b. They favored the wealthy over the middle or poor classes. c. They appointed some blacks, but generally only those who followed their conservative viewpoint. d. Reagan completely reoriented the U.S. Commission on Civil Rights by replacing all the previous members with whites.

(Answer: d; pages 673-674) [Conceptual] 4. What was the idea behind Ronald Reagan’s “trickle-down” economics? a. It would help black families by giving them small amounts of money. b. It gave tax breaks to the wealthy, who were then supposed to spend that money to improve the economy and benefit middle- and lower-class people. c. It was a very complicated theory that involved a variety of levels of tax increases and decreases, and property taxes to achieve maximum growth. d. Trickle down economics asserted that water conservation measures needed to be implemented to save money and resources.

(Answer: b; page 674) [Factual]

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5. What was the effect of trickle-down economics under Reagan? a. Middle-class people and lower class people’s incomes went up, and more jobs were created. b. Wealthy people’s incomes rose significantly, but unemployment went up. c. Black people gained in status, especially economically. d. The United States became the wealthiest industrialized nation in the world.

(Answer: b; page 674) [Conceptual] 6. What was the effect of Reagan’s economic policies on African Americans?

(Answer, page 674) [Conceptual] 7. Why did many blacks and civil rights organizations protest Reagan’s appointment of William Bell to lead the Equal Employment Opportunity Commission? a. Bell was a conservative black man, and had very few qualifications. b. Bell was well known as a racist white senator from Alabama. c. Bell was an established politician with a reputation for corruption and dishonesty. d. Bell was white and most of the people who headed the EEOC were black.

(Answer: a; page 674) [Factual] 8. What was the effect of Reagan’s policies on the EEOC and the U.S. Commission on Civil Rights? a. His actions made the groups far stronger and pervasive in American society. b. He had no policies with respect to these agencies. c. Both were hampered in operations or reduced to insignificance. d. Reagan abolished both of them during his first few days in office.

(Answer: c; page 674) [Conceptual] 9. Which of the following is not true about black Americans in the Republican Party during the Reagan years? a. They were carefully cultivated by the party as representatives. b. Because of their visibility, they often had a substantial amount of power within the party structure. c. They were a small, well-educated group. d. There were no conservative black Americans at this time.

(Answer: b; page 674) [Factual] 10. What was not a problem with Clarence Thomas’s nomination to the Supreme Court? a. Thomas had little experience as a judge. b. Thomas was a conservative, and did not reflect the views of many African Americans. c. Anita Hill came forward to accuse Thomas of sexual harassment. d. Thomas was overtly favorable toward affirmative action, and this delayed his confirmation by the Senate.

(Answer: d; page 674) [Factual] 11. What problems did the Thomas / Hill controversy reveal within black society?

(Answer, pages 674-675) [Conceptual]

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12. Reagan and Bush distinguished between “old civil rights law” and “new civil rights law.” They did not support the “new” law that, they said, a. was concerned with discriminatory outcomes. b. was concerned with discriminatory intents of people. c. was concerned with eliminating racism completely. d. was concerned with placing blacks in a superior position to whites.

(Answer: a; page 675) [Factual] 13. In the opinion of Reagan and Bush, what are “old” civil rights issues? What are “new” civil rights issues? Why did they make this distinction?

(Answer, pages 675-677) [Conceptual] 14. What is affirmative action? a. a policy to promote black people over white people in all instances b. policies to remedy historic discrimination in employment and education for minorities c. policies to equalize voting opportunities for blacks d. policies to give black people income to better their situation, and equalize them with whites economically (Answer: b; page 676) [Factual] 15. Was Ronald Reagan a beneficial president or a harmful president for blacks? Why? Give specific examples.

(Answer, pages 673-677) [Conceptual] 16. How did blacks feel about Ronald Reagan?

(Answer, pages 673-677) [Conceptual] 17. What president endorsed and developed the “Philadelphia Plan,” on which most affirmative action programs were based? a. Lyndon Johnson b. Richard Nixon c. Harry Truman d. Ronald Reagan (Answer: b; page 677) [Factual] 18. Which type of institution has been at the center of the backlash against affirmative action? a. educational institutions b. restaurants and cafeterias c. businesses and places of work d. government jobs (Answer: a; page 677) [Factual] 19. What did the case of Regents of the University of California v. Bakke involve? a. the discrimination against a black student attempting to enroll in law school b. a white man who claimed that he was not allowed to vote with black students c. a white man who said that the University of California’s admission requirements discriminated against him d. a group of black and white students who refused to attend classes together (Answer: c; pages 677-678) [Factual]

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20. How has the percentage of African Americans in the University of California system been affected by dropping affirmative action? a. The percentage of blacks has dropped slightly overall. b. The percentage of blacks has fallen dramatically overall. c. The percentage of blacks has actually risen slightly. d. The percentage of blacks has actually risen dramatically.

(Answer: a; pages 677-678) [Factual] 21. What was the case of Regents of University of California v. Bakke about? What was the end result? What does this tell you about American society at this time?

(Answer, pages 677-678) [Conceptual] 22. How did the cases in 2003 involving the University of Michigan affect affirmative action? How are these decisions compatible (or not) with Bakke?

(Answer, pages 677-679) [Conceptual] 23. What is affirmative action? Why did it get a negative image among many? How did whites respond to it?

(Answer, pages 675-679) [Conceptual]

Black Political Activism in the Age of Conservative Reaction 24. What significant first did Ronald Brown achieve? a. He was the first black man to run for the presidency. b. He became the first black man to lead a major national political party. c. He was the first black man to be elected mayor of a predominantly white city. d. .He was the first black man to be selected to the US Supreme Court.

(Answer: b; page 679) [Factual] 25. What did the Civil Rights Restoration Act of 1988 accomplish? a. Although it would have made significant gains for blacks, Reagan vetoed it at the last minute. b. It helped black women gain jobs in federal employment. c. It would have negated all rights gained by blacks over the previous thirty years; however, President Clinton vetoed it. d. It said that all federal funds to an entire institution would be withheld if any part of the institution discriminated against women or racial minorities.

(Answer: d; page 679) [Factual] 26. On what country did many African Americans focus their efforts during the 1980s? a. South Africa b. Zimbabwe c. Yugoslavia d. Germany (Answer: a; page 679) [Factual]

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27. What is apartheid? a. another term for industrialization b. a system of racial discrimination and oppression, glorifying white supremacy c. a type of African music that gained popularity among some blacks in the 1980s d. a type of international foreign policy, where some governments are set “a part” because of race (Answer: b; page 679) [Factual] 28. Who became the president of South Africa at least partially as a result of the antiapartheid movement in the United States? a. F. W. de Klerk b. François Mitterrand c. Nelson Mandela d. W. E. B. Du Bois (Answer: c; page 680) [Factual] 29. How were blacks active in the international arena during the 1980s?

(Answer, pages 679-680) [Factual]

Jesse Jackson and the Rainbow Coalition 30. Why was Shirley Chisholm’s campaign for the Democratic presidential nomination not taken more seriously? a. She never had any political support. b. She lacked any financial backing whatsoever. c. She was a woman in a very male-dominated field. d. She was extremely liberal, and supported what she called “black supremacy.”

(Answer: c; page 680) [Conceptual] 31. Who led the “Rainbow Coalition”?

(Answer: Jesse Jackson; page 680) [Factual] 32. Did Jesse Jackson’s background prepare him for the presidency? Why wasn’t Shirley Chisholm taken more seriously as a black presidential candidate?

(Answer, page 680) [Conceptual] 33. Which of the following was an idea supported by Jesse Jackson in the 1984 presidential campaign? a. He wanted to represent people who felt politically marginalized, like blacks, white working-class people, feminists, and environmentalists. b. He hoped to cut back the growth of government, business, and labor. c. He wanted to push through more civil rights and welfare cuts of the Reagan administration. d. He wanted to have a national holiday celebrating Malcolm X. (Answer: a; pages 680-681) [Factual]

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34. Who received the Democratic nomination for president in 1984? a. Walter Mondale b. Geraldine Ferraro c. Ronald Reagan d. Michael Dukakis (Answer: a; page 680) [Factual] 35. Who received the Democratic nomination for president in 1988? a. Walter Mondale b. Michael Dukakis c. George Bush d. David Dinkins (Answer: b; page 681) [Factual] 36. Why was Bush criticized by many blacks, and by Jesse Jackson, during his election campaign in 1988? a. Jackson said Bush would overturn many black gains in civil rights. b. Bush had accused Jesse Jackson of taking bribes and other types of corruption. c. Bush refused to renounce a very negative ad depicting Willie Horton, a black man who raped a white woman while on furlough (granted by Dukakis) from prison. d. Bush had wrongly accused Jackson of sexual harassment.

(Answer: c; page 681) [Factual] 37. How did stereotypical white views of black men change after the election of George H. W. Bush in 1988?

(Answer, page 681) [Conceptual] 38. What political advances have been made for blacks in the Democratic Party? In the Republican Party?

(Answer, pages 674, 680-681) [Factual] 39. How has the American justice system affected black men in the late twentieth century? How have reformers sought to change this situation?

(Answer, page 681) [Conceptual]

Policing the Black Community 40. How did the Rodney King verdict show differences between whites and blacks regarding American justice? a. Blacks and whites actually came together to support the verdict. b. Blacks saw the acquittal of the police officers as an example of continued injustice while whites saw it as preserving law and order. c. Blacks and whites actually came together to oppose the verdict. d. Blacks saw the fact that Rodney King was released as evidence that the American court system favored whites.

(Answer: b; pages 681-682) [Conceptual] 41. What was the Rodney King incident? What effect did the event and trial have on the nation?

(Answer, pages 681-682) [Conceptual]

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42. What did the report that was published by Amnesty International in 1998 demonstrate? a. Middle Eastern countries were by far the most common human rights offenders. b. American police violated many international laws and that many victims of police abuse in America were minorities. c. Americans enjoyed far more economic and social benefits than people in other countries. d. That the US government was the strongest in the world in preventing human rights abuses..

(Answer: b; pages 682-683) [Factual] 43. Which of the following is not true about crime by African Americans? a. Over 90% of the murders and violent offenders against blacks are black themselves. b. The murder rate for African Americans was seven times that of whites in 1997. c. 49% of all murder victims are black. d. In 62% of cases, blacks are victimized by whites.

(Answer: d; page 683) [Factual] 44. Discuss the issue of police brutality and black crime in America. Why and how are these not simple issues?

(Answer, pages 681-683) [Conceptual]

The Clinton Presidency 45. How did blacks feel about Clinton? a. They refused to support him at first, but later reluctantly did. b. They warmly welcomed his candidacy against Bush, and felt that he was the best president since Lyndon Johnson regarding black rights. c. They never supported him. d. The black vote was split evenly between Bush and Clinton in 1992.

(Answer: b; page 683) [Factual] 46. What was different about Clinton’s appointment of black people to administrative positions? a. He failed to appoint any blacks to administrative positions. b. He appointed blacks to positions that often had nothing to do with race. c. He appointed fewer blacks than Ronald Reagan had. d. Blacks refused to support some of his appointments, because he generally picked unqualified people.

(Answer: b; page 684) [Conceptual] 47. Who was the first American president to visit Africa? a. Bill Clinton b. George Bush c. Harry S. Truman d. Ronald Reagan (Answer: a; page 684) [Factual] 48. What economic policy did Clinton support that was a departure from his predecessors’ economic policies? a. He lowered taxes for all Americans, making him very popular. b. He attempted to get America out of a large recession, but never succeeded during his presidency. c. He decided to raise taxes on higher-income Americans. d. He wanted to reduce taxes for all minority groups to compensate for past discrimination.

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49. What is not true about the Personal Responsibility and Work Opportunity Reconciliation Act of 1996? a. It eliminated aid to help children of poor families. b. It denied welfare benefits to legal immigrants. c. It drastically reduced food stamp benefits. d. It provided more years of benefit for families.

(Answer: d; page 685) [Factual] 50. What factors motivated the impeachment campaign against Clinton?

(Answer, pages 685-686) [Factual] 51. How did blacks view Clinton? How did his policies help or hurt blacks?

(Answer, pages 683-685) [Conceptual]

Black Politics in the New Millennium: The Contested 2000 Presidential Election 52. What was the name of the Supreme Court case that decided to stop the recount of Florida votes, and gave the 2000 election to George Bush?

(Answer: Bush v. Gore; page 686) [Factual] 53. What problems were reported with election results in Florida in the 2001 election? a. The election went smoothly in Florida. Mississippi was a problem area, since it denied many blacks the right to vote. b. In many cases, whites were denied the right to vote by blacks and Hispanics. c. Studies revealed that areas with high percentages of blacks were least likely to have up-to-date voting equipment. d. The problems in Florida were purely political–the Democrats in power refused to allow Republicans to vote at most polling stations.

(Answer: c; page 686) [Factual]

Republican Triumph 54. What is true about George W. Bush’s appointments of African Americans in his administration? a. He refused to appoint blacks as cabinet level advisers. b. He generally followed Reagan’s policy of only appointing token blacks to insignificant positions. c. He appointed blacks to key posts, including Colin Powell as secretary of state and Condoleezza Rice as national security adviser. d. He was the first president to have a majority of black advisers on his staff.

(Answer: c; page 687) [Factual] 55. How did the black community react to the Leave No Child Behind Legislation? What does this indicate?

(Answer, page 687) [Conceptual]

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56. How does the black community feel about the idea of reparations for blacks to compensate for slavery? a. As with many other issues, opinion is divided over reparations. b. The black community is solidly behind the idea. c. The black community is solidly against the idea. d. Elite blacks seem to favor it, while poor blacks seem to be against it.

(Answer: a; pages 687-688) [Factual] 57. How and why did America get involved in a war in Iraq in 2003? What was the effect of this war?

(Answer, pages 688-689) [Conceptual] 58. How did the events of September 11, 2001 and the war in Iraq affect America, and especially black Americans?

Were their reactions different from, or similar to, their reactions to other wars?

(Answer, pages 688-689) [Conceptual]

The 2004 Presidential Election 59. Why did President Bush’s popularity plummet after the 2004 election? a. Voters did not agree with his decision to appoint Rice as secretary of state. b. Voters were angry about the way he handled the war in Iraq. c. Voters did not like his economic policies, as the number of people in poverty skyrocketed. d. Actually, Bush’s popularity began to plummet after his election in 2000, not 2004.

(Answer: b; page 689) [Conceptual] 60. What events countered President Bush’s assertion that everything was going well with the war in Iraq? a. The war actually was going very well in Iraq, as Saddam Hussein was ousted from power. b. The number of Americans killed skyrocketed to over 20,000 in the year 2006. c. Iraqi insurgents made some key gains in Afghanistan. d. There were daily suicide bombings, attacks on US troops, and other acts of terrorism during the war.

(Answer: d; page 689) [Factual] 61. Which city was devastated by Hurricane Katrina in 2005? a. Houston b. New Orleans c. Miami d. Galveston (Answer: b; page 690) [Factual] 62. What event is called the “Emmett Till” moment for the hip-hop generation? a. the murder of Tupac Shakur b. the election of Barack Obama c. Hurricane Katrina d. the overthrow of Saddam Hussein (Answer: c; page 690) [Factual] 63. Discuss the government’s response to Hurricane Katrina. Was it effective or ineffective? Did race play a role in the response of the federal, state, and local governments to this disaster?

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Barack Obama, President of the United States 64. Who is Barack Obama, and what does his life tell us about African Americans?

(Answer, page 692) [Conceptual] 65. Who is Michelle Robinson Obama and what does her life tell us about African Americans?

(Answer, page 693) [Conceptual] 66. What is true about the differences between McCain and Obama during the election of 2008? a. Obama declared himself a “maverick” within the political process. b. The Republicans had to defend McCain from accusations that he was more celebrity than substantive leader. c. McCain picked a far more experienced political leader for his vice presidential candidate. d. After the economic recession hit, Obama appeared more calm, capable, and reliable to voters.

(Answer, d; page 691) [Conceptual] 67.What is true of Obama’s winning percentage for the election of 2008? a. Obama barely won over McCain, in both the electoral college and the popular vote. b. Obama received one of the largest winning percentages in American history. c. Obama received a majority of the electoral college, but the popular vote was disputed. d. In a repeat of 2000, McCain won the popular vote, but Obama won the electoral college.

(Answer, b; page 691) [Factual] 68. Look at Map 24-1. What can we tell about the election of Obama from the map?

(Answer, page 693) [Conceptual] 69. Discuss the factors that led to Obama’s victory in the presidential race of 2008.

(Answer, page 694) [Conceptual]

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