African Americans A Concise History, Combined Volume, 4E Darlene Clark Hine Test Bank

Type:

Test Bank

Resource:

African Americans A Concise History, Combined Volume

Edition:

4th Edition

Author(s):

Darlene Clarke Hine William C. Hine Stanley C. Harrold

TEST BANK Elizabeth D. Blum Troy State University

THE AFRICAN-AMERICAN ODYSSEY CONCISE FOURTH EDITION

Darlene Clark Hine Northwestern University

William C. Hine South Carolina State University

Stanley Harrold South Carolina State University

Prentice Hall

CONTENTS 1.

Africa

1

2.

Middle Passage

9

3.

Black People in Colonial North America

19

4.

Rising Expectations: African Americans and the Struggle for Independence

31

5.

African Americans in the New Nation

41

6.

Life in the Cotton Kingdom

53

7.

Free Black People in Antebellum America

63

8.

Opposition to Slavery

72

9.

Let Your Motto Be Resistance

79

10.

“And Black People Were at the Heart of It”

88

11.

Liberation: African Americans and the Civil War

99

12.

The Meaning of Freedom: The Promise of Reconstruction

109

13.

The Meaning of Freedom: The Failure of Reconstruction

120

14.

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

129

15.

African Americans Challenge White Supremacy

139

16.

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

150

17.

African Americans and the 1920s

162

18.

Black Protest, the Great Depression, and the New Deal

171

19.

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

181

20.

The World War II Era and the Seeds of a Revolution

192

21.

The Freedom Movement

202

22.

Black Nationalism, Black Power, Black Arts

215

23.

African Americans at the Millennium

228

24.

The Triumph of Black Politics: 1980 to the Present

236

iii

Chapter 01: Africa Chapter 01 Identifications 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?

Skill: Factual and Conceptual 1. rain forest 2. hunting and gathering societies 3. hierarchical 4. hieroglyphic 5. patrilineal/patriarchal 6. Berbers 7. savannah 8. lineages 9. nuclear families 10. polygynous families 11. secret societies 12. assimilation 13. polytheistic 14. animistic 15. terra-cotta 16. call-and-response 17. griots Chapter 01 Objective/Analytical Questions 1. Which body of water does not border the continent of Africa? a. Black Sea b. Atlantic Ocean c.

Mediterranean Sea d. Indian Ocean Page-Reference: 5 Skill: A Huge and Diverse Land Topic: a.Black Sea Answer :

1 .

Factual

2. Most of the northern third of the African continent is made up of the __________ Desert.

Factual Page-Reference: 5 Skill: A Huge and Diverse Land Topic: a.Sahara Answer : 3. The earliest stone tools were associated with a. australopithecines. b.

Homo sapiens. c.

Homo erectus. d.

Homo habilis.

Page-Reference: 4 Skill: The Birthplace of Humanity Topic: d.Homo habilis.

Answer :

Factual

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

Conceptual Page-Reference: 5 Skill: The Birthplace of Humanity Topic: 5. 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 Factual Page-Reference: 4-5 Skill: Ancient Civilizations and Old Topic: Arguments b.Egypt and Mesopotamia Answer : 6. 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.

Conceptual Page-Reference: 6 Skill: Ancient Civilizations and Old Topic: Arguments c.were very dependent on the Nile for their protection, agriculture, transportation and Answer : communications.

7. Why did scholars begin to debate whether Egyptians were black or white?

Conceptual Page-Reference: 5 Skill: Ancient Civilizations and Old Topic: Arguments

2 .

8. 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.

Page-Reference: 6 Skill: Ancient Civilizations and Old Topic: Arguments d.royal funeral architecture.

Answer : 9. Discuss the importance of the Nile to Egyptian culture.

Page-Reference: 6 Skill: Ancient Civilizations and Old Topic: Arguments

Factual

Conceptual

10. Discuss the class system of ancient Egypt. How is this similar to or different from West African culture?

6 Conceptual PageSkill: Reference: Ancient Civilizations and Old Topic: Arguments 11. Briefly describe Egyptian religion. What role did the king play?

6 Conceptual PageSkill: Reference: Ancient Civilizations and Old Topic: Arguments 12. Examine Map 1-2. Where are most of the cities? What does this tell you?

15 Conceptual PageSkill: Reference: Ancient Civilizations and Old Topic: Arguments 13. Women in ancient Egypt a. developed significant amounts of power, because Egyptian culture was matrilineal. b. were treated as property and were allowed no legal rights once married. c. held a relatively high status, 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.

6 Factual PageSkill: Reference: Ancient Civilizations and Old Topic: Arguments c.held a relatively high status, were able to own property, serve as priests or public officials Answer : and even become rulers.

3 .

14. 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.

8 Conceptual PageSkill: Reference: Ancient Civilizations and Old Topic: Arguments b.they were influenced by Hebrew culture, and became the first Christian state in subAnswer : Saharan Africa.

15. Briefly describe the influences on Egypt by its southern neighbors of Nubia and Kush.

7-8 Conceptual PageSkill: Reference: Ancient Civilizations and Old Topic: Arguments 16. Discuss the importance of trade in West African culture.

9 PageSkill: Reference: West Africa Topic:

Conceptual

17. Discuss the influence of military technology on the rise and fall of the Ghana, Songhai, and Akan areas.

8-9 Conceptual PageSkill: Reference: West Africa Topic: 18. Many of the western Sudanese kingdoms were similar in what respects?

9-12 Conceptual PageSkill: Reference: West Africa Topic: 19. 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.

9-12 Factual PageSkill: Reference: West Africa Topic: a.They were generally very peaceful, and prospered without the use of warfare.

Answer : 20. What was the first known kingdom in the western Sudan? a.

Meroë b.

Ghana c.

Songhai d.

Egypt 8 PageSkill: Reference: West Africa Topic: b.Ghana Answer :

4 .

Factual

21. How did Soninke monarchs become wealthy and powerful before the fifth century CE? a. through trade and the use of iron weapons b. through constant warfare, and plundering their neighbors c. through the mining of copper and lead d. through the slave trade 8-9 Factual PageSkill: Reference: West Africa Topic: a.through trade and the use of iron weapons Answer : 22. What does Al Bakri's description tell you about gender differences between Arabs and Ghana?

10 Conceptual PageSkill: Reference: West Africa Topic: 23. 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 9 Factual PageSkill: Reference: West Africa Topic: c.Roman merchants and the Berbers Answer : 24. 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.

9 Factual PageSkill: Reference: West Africa Topic: b.The Mandinka formed the Mali Empire.

Answer : 25. 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.

10 Factual PageSkill: Reference: West Africa Topic: c.was one of the wealthiest men the world has known.

Answer : 26. 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 11 Factual PageSkill: Reference: West Africa Topic: d.Askia Muhammad Toure Answer :

5 .

27. The peoples of the forest regions of West 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 as victims. d.

Actually, the forest regions never became powerful enough to influence African history.

14 Conceptual PageSkill: Reference: West Africa Topic: c.they played an important role in the slave trade, both as traders and as victims.

Answer : 28. Why did the forest region cultures of West Africa not grow as large as the Sudanese cultures?

13-14 Conceptual PageSkill: Reference: West Africa Topic: 29. The Portuguese referred to the area around the Congo River as __________ .

15 Factual PageSkill: Reference: Kongo and Angola Topic: a.Angola Answer : 30. What distinguished the Kingdom of Kongo from many other African kingdoms? a.

Nzinga Knuwu (Mani Kongo) 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.

15-16 Conceptual PageSkill: Reference: Kongo and Angola Topic: a.Nzinga Knuwu (Mani Kongo) began a tradition of welcoming early Portuguese missions.

Answer : 31. Most West Africans in the early sixteenth century made a living as __________ .

16 Factual PageSkill: Reference: West African Society and Topic: Culture a.farmers Answer : 32. 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.

18 Factual PageSkill: Reference: West African Society and Topic: Culture d.political power passes through women – a chief would be succeeded by his sister's son, Answer : rather than his own.

6 .

33. Discuss several cultural differences between the West African cultures on the savannah and the forest.

16 Conceptual PageSkill: Reference: West African Society and Topic: Culture 34. 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.

17 Factual PageSkill: Reference: West African Society and Topic: Culture c.had more sexual freedom than women in Europe.

Answer : 35. 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.

17 Factual PageSkill: Reference: West African Society and Topic: Culture c.functioned as a means of assimilation into West African societies.

Answer : 36. In the West African forest region, indigenous religion remained predominantly polytheistic and animistic.

This meant that they a. did not believe in an all-powerful creator god. b. worshiped different animals as gods, especially cows. c. did not believe in an afterlife, or in dead family members having any type of importance to the living. d. saw the force of God in all things, including humans, rocks and trees.

18 Factual PageSkill: Reference: West African Society and Topic: Culture d.saw the force of God in all things, including humans, rocks and trees.

Answer : 37. What differences do you see among the practice of Christianity, Islam and the indigenous religions in Western Africa? Discuss regional and class differences in particular.

17-18 Conceptual PageSkill: Reference: West African Society and Topic: Culture 38. How was West African art and music related to religion?

18 PageSkill: Reference: West African Society and Topic: Culture

7 .

Conceptual

39. Which of the following is true about the role of technology in West African culture? a.

It played a small role, because 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.

19 Conceptual PageSkill: Reference: West African Society and Topic: Culture d.Rice production, and its technology, became important for African American history.

Answer :

8 .

Chapter 02: Middle Passage Chapter 02 Identifications 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?

Skill: Factual and Conceptual 1. Middle Passage 2. indigo 3. Islamic slave trade 4. chattel 5. Asiento 6. cash crop 7. Industrial Revolution 8. factories 9. slavers 10. the crossing 11. Olaudah Equiano 12. Venture Smith 13. Guinea Coast 14. Alexander Falconbridge 15. Martinique 16. Barbados 17. seasoning 18. Creoles Chapter 02 Objective/Analytical Questions 1. Which European country took the lead in exploration and colonization in the early 1400s? a. Portugal b. France c.

England d. Switzerland Factual Page-Reference: 26 Skill: The European Age of Topic: Exploration and Colonization a.Portugal Answer :

9 .

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 Factual Page-Reference: 26 Skill: The European Age of Topic: Exploration and Colonization c.the discovery of the New World Answer : 3. 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.

Conceptual Page-Reference: 28 Skill: The European Age of Topic: Exploration and Colonization a.The Native Americans quickly began to die in huge numbers from diseases imported by the Answer : Europeans.

4. 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 were at least as harsh as the European version in the Americas.

Factual Page-Reference: 27 Skill: The Slave Trade in Africa Topic: b.The Islamic slave trade was not based primarily on race.

Answer : 5. Discuss the role of Africans in the slave trade.

Page-Reference: 27 Skill: The Slave Trade in Africa Topic: Answer :

Conceptual

6. 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.

Factual Page-Reference: 28 Skill: The Origins of the Atlantic Topic: Slave Trade d.They obtained their slaves through trade with native African tribes.

Answer :

10 .

7. 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.

Factual Page-Reference: 28 Skill: The Origins of the Atlantic Topic: Slave Trade c.Ruy do Siqueira Answer : 8. 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 other Africans to the Europeans. d.

Africans were initially reluctant to sell members of their own tribes.

Factual Page-Reference: 28 Skill: The Origins of the Atlantic Topic: Slave Trade c.African tribes were forced under threat of annihilation or war to sell other Africans to the Answer : Europeans.

9. 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 Factual Page-Reference: 28 Skill: The Origins of the Atlantic Topic: Slave Trade a.domestic servants Answer : 10. Examine Map 2-1. Where did most slaves come from and go? What did these destinations have in common?

Conceptual Page-Reference: 29 Skill: Growth of the Atlantic Slave Topic: Trade 11. Examine Map 2-1. What country's colonies seemed to have dominant African populations? Why? Conceptual Page-Reference: 29 Skill: Growth of the Atlantic Slave Topic: Trade 12. 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 Factual Page-Reference: 30 Skill: Growth of the Atlantic Slave Topic: Trade c.to Brazil, to work on the sugar plantations Answer :

11 .

13. 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.

Conceptual Page-Reference: 30 Skill: Growth of the Atlantic Slave Topic: Trade d.In West Africa, female slaves were only used to make cloth, while they generally did hard Answer : agricultural work in the Americas.

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

Factual Page-Reference: 30 Skill: Growth of the Atlantic Slave Topic: Trade a.chattel Answer : 15. 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 Factual Page-Reference: 30 Skill: Growth of the Atlantic Slave Topic: Trade a.Holland Answer : 16. Why did the British want to take over the slave trade in the late seventeenth 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.

Conceptual Page-Reference: 30-31 Skill: Growth of the Atlantic Slave Topic: Trade b.They needed labor for tobacco cultivation in Virginia and Maryland.

Answer : 17. 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 that frequently sold children to make money.

Factual Page-Reference: 31-32 Skill: The African-American Topic: Ordeal: From Capture to Destination c.Their town or village was conquered by another African army.

Answer :

12 .

18. 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.

Factual Page-Reference: 31 Skill: The African-American Topic: Ordeal: From Capture to Destination d.The slaves were tied together with ropes, or had "yokes" around their necks during the Answer : journey.

19. 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.

Factual Page-Reference: 31 Skill: The African-American Topic: Ordeal: From Capture to Destination b.Families and ethnic groups were separated.

Answer : 20. 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.

Factual Page-Reference: 32-33 Skill: The African-American Topic: Ordeal: From Capture to Destination d.Slave ships were generally poorly constructed, and were more likely to fall apart on their Answer : way to the Americas as make it there.

21. Discuss conditions on the slave ships.

Page-Reference: 32-33 The African-American Topic: Ordeal: From Capture to Destination

Skill:

13 .

Conceptual

22. 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.

Conceptual Page-Reference: 34 Skill: The African-American Topic: Ordeal: From Capture to Destination b.The middle passage was an incredibly difficult experience for Africans, torn from their home Answer : and families and forced into horrifying conditions.

23. Discuss the experiences of John Newton. What contradictions do you see in his life or story?

Conceptual Page-Reference: 36 Skill: The African-American Topic: Ordeal: From Capture to Destination 24. 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.

Factual Page-Reference: 36 Skill: The African-American Topic: Ordeal: From Capture to Destination d.Both that Christians could be cruel, harsh slavers and that some never saw a contradiction Answer : between trading in human cargo and their religious beliefs.

25. How did food supplies vary between captors and slaves on the slave ships?

Conceptual Page-Reference: 36 Skill: The African-American Topic: Ordeal: From Capture to Destination 26. 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.

Factual Page-Reference: 37 Skill: The African-American Topic: Ordeal: From Capture to Destination b.Generally, ship doctors used a primitive form of inoculation to prevent the worst diseases.

Answer :

14 .

27. What disease took the lives of most slaves while on board the slave ships? a. typhoid b. measles c. smallpox d. influenza Factual Page-Reference: 37 Skill: The African-American Topic: Ordeal: From Capture to Destination c.smallpox Answer : 28. 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.

Factual Page-Reference: 37 Skill: The African-American Topic: Ordeal: From Capture to Destination b.Since slavers wanted to keep as many slaves alive as possible, ships' doctors had an Answer : unusually sophisticated knowledge of medicine at the time.

29. Slave rebellions were not an 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.

Factual Page-Reference: 37 Skill: The African-American Topic: Ordeal: From Capture to Destination d.by stealing life boats and rowing back to shore prior to the ship leaving for the Americas.

Answer : 30. What types of resistance did the enslaved Africans use while on the slave ships?

Conceptual Page-Reference: 37 Skill: The African-American Topic: Ordeal: From Capture to Destination

15 .

31. 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 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.

Conceptual Page-Reference: 39-40 Skill: The African-American Topic: Ordeal: From Capture to Destination b.African women experienced sexual violence by the ships' crews. This high level of violence, Answer : and its psychological effects, may have led to their lessened sex drives once the women arrived in the Caribbean and Latin America.

32. 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.

Factual Page-Reference: 40 Skill: Landing and Sale in the West Topic: Indies a.Slavers allowed the slaves some time to rest and recuperate before sale.

Answer : 33. 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, similar to cattle branding Factual Page-Reference: 41 Skill: Seasoning Topic: a.the process of becoming accustomed to and learning new skills for their lives in the Answer : Americas 34. 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.

Conceptual Page-Reference: 41 Skill: Seasoning Topic: a.They were considered less valuable than other Africans for many reasons.

Answer : 35. Why were Creole slaves valued more than other slaves? How were their lives different from other slaves?

Conceptual Page-Reference: 41 Skill: Seasoning Topic:

16 .

36. 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, such as carpentry and bricklaying.

Factual Page-Reference: 41 Skill: Seasoning Topic: b.Masters generally split the slaves up into several gangs, with the strongest men doing the Answer : heaviest work, the older slaves and women doing weeding, and children assisting in light tasks.

37. What does the level of resistance tell you about Africans' attitudes toward enslavement?

Conceptual Page-Reference: 37 Skill: Seasoning Topic: 38. 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.

Factual Page-Reference: 42 Skill: The End of the Journey: Topic: Masters and Slaves in the Americas c.The slave seemed psychologically stable, and did not participate in armed rebellion or Answer : suicide attempts.

39. Discuss the four factors for successful seasoning of slaves in the Americas. Why was each important?

Factual Page-Reference: 41 Skill: The End of the Journey: Topic: Masters and Slaves in the Americas 40. 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.

Conceptual Page-Reference: 45 Skill: The Ending of the Atlantic Topic: Slave Trade d.The British had begun to believe that racism was scientifically incorrect and should not be a Answer : part of their belief systems.

17 .

41. 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.

Factual Page-Reference: 45 Skill: The Ending of the Atlantic Topic: Slave Trade d.When many African nations began warring after the abolition, some European colonies had Answer : an excuse to establish colonies there.

42. What prompted the rise of English abolitionism? What effects did it have on the slave trade in general?

Conceptual Page-Reference: 45 Skill: The Ending of the Atlantic Topic: Slave Trade

18 .

Chapter 03: Black People in Colonial North America Chapter 03 Identifications 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?

Skill: Factual and Conceptual 1. French and Indian War 2. joint-stock company 3. Church of England 4. chattel slavery 5. incest taboos 6. spirit possession 7. divination 8. pidgins/Black English 9. gang system Chapter 03 Objective/Analytical Questions 1. What types of achievements did American Indians in North and South America make before the arrival of Columbus? a. American Indians actually had an incredibly primitive society and had accomplished very little at the time Columbus arrived. b. American Indians had made some simplistic efforts at understanding science, but had very little political organization. c.

American Indians had established religions and large cities, but had made few cultural achievements, such as art or literature. d. American Indian civilizations had established religions, political systems, and large, complex cities.

They had also made many discoveries in science, especially astronomy and mathematics.

Factual Page-Reference: 50 Skill: The Peoples of North Topic: America d.American Indian civilizations had established religions, political systems, and large, Answer : complex cities. They had also made many discoveries in science, especially astronomy and mathematics.

2. 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.

Factual Page-Reference: 50 Skill: The Peoples of North Topic: America b.They were destroyed by climatic change and warfare.

Answer :

19 .

3. What other groups of people were present when the Europeans and early Africans landed in the "New World"?

Factual Page-Reference: 50 Skill: The Peoples of North Topic: America 4. 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.

Factual Page-Reference: 52 Skill: The Peoples of North Topic: America c.The Spanish, Indian, and African cultures intermingled in these areas.

Answer : 5. 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 Factual Page-Reference: 52 Skill: The Peoples of North Topic: America c.John Cabot Answer : 6. Why were the British unable to establish colonies as rapidly as the Spanish did? 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.

Conceptual Page-Reference: 52-53 Skill: The Peoples of North Topic: America d.All of these are correct.

Answer : 7. Where was the first permanent British settlement in North America? a.

Jamestown b.

Newfoundland c.

Roanoke d.

Massachusetts Bay Factual Page-Reference: 52 Skill: The Peoples of North Topic: America a.Jamestown Answer : 8. Who were the "first" blacks in the British colonies?

Page-Reference: 54 Skill: The Peoples of North Topic: America

20 .

Factual

9. 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.

Conceptual Page-Reference: 54-55 Skill: The Peoples of North Topic: America a.Unlike Spain and Portugal, England had no legal experience with slavery, and had no Answer : codes to guide them.

10. 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 Factual Page-Reference: 53 Skill: Black Servitude in the Topic: Chesapeake d.indentured servants Answer :

11. 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 servant Conceptual Page-Reference: 53 Skill: Black Servitude in the Topic: Chesapeake d.Indentured servitude was completely race-based among the British. Only whites could be Answer : indentured servants.

12. 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 were never 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 because they were always considered "chattel."

Conceptual Page-Reference: 53-54 Skill: Black Servitude in the Topic: Chesapeake c.Blacks could own fairly substantial amounts of property and have their own servants and Answer : slaves.

13. The term chattel means __________ .

Page-Reference: 62 Black Servitude in the Topic: Chesapeake a.personal property Answer :

Skill:

21 .

Factual

14. What other forms of labor did the British use in North America? Why did they begin to turn to African sources?

Conceptual Page-Reference: 56-57 Skill: Black Servitude in the Topic: Chesapeake 15. What was the status of early blacks in the British colonies? How do we know this?

Conceptual Page-Reference: 55-57 Skill: Black Servitude in the Topic: Chesapeake 16. 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.

Factual Page-Reference: 54 Skill: Black Servitude in the Topic: Chesapeake a.Slaves lost many of their legal rights, although they could still be married in the eyes of the Answer : law.

17. What can you tell from the story of Anthony Johnson?

Page-Reference: 53 Skill: Black Servitude in the Topic: Chesapeake

Conceptual

18. 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.

Factual Page-Reference: 56 Skill: Black Servitude in the Topic: Chesapeake a.Bacon's Answer : 19. How did Bacon's Rebellion affect the American system of slavery?

Conceptual Page-Reference: 56 Skill: Black Servitude in the Topic: Chesapeake

20. 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 com before sleeping. d.

Most slaves were beaten and abused horribly through physical punishment on a daily basis.

Factual Page-Reference: 57 Skill: Plantation Slavery, 1700Topic: 1750 a.Most slaves lived on small tracts of land and worked closely with their masters.

Answer :

22 .

21. 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 because 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.

Conceptual Page-Reference: 57 Skill: Plantation Slavery, 1700Topic: 1750 b.They frequently had to work longer hours because their tasks included being domestic Answer : servants.

22. 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 Page-Reference: 58 Skill: Plantation Slavery, 1700Topic: 1750 b.Carolina and Georgia Answer :

Factual

23. 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.

Factual Page-Reference: 58-59 Skill: Plantation Slavery, 1700Topic: 1750 a.West African slaves had experience with rice cultivation.

Answer : 24. Why do we see the strictest slave codes originating in Carolina?

Conceptual Page-Reference: 59 Skill: Plantation Slavery, 1700Topic: 1750 25. Why and how was the low country distinctive?

Page-Reference: 59 Skill: Plantation Slavery, 1700Topic: 1750

Factual

26. 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.

Conceptual Page-Reference: 59 Skill: Plantation Slavery, 1700Topic: 1750 b.They were able to alter the system of racism in the area to make it more equal and just.

Answer :

23 .

27. Where and how were most slaves concentrated? What was the importance of the increasing demand for tobacco and other cash crops?

Conceptual Page-Reference: 61 Skill: Plantation Slavery, 1700Topic: 1750 28. 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.

Factual Page-Reference: 61 Skill: Plantation Slavery, 1700Topic: 1750 d.be concentrated in agriculture, particularly with tobacco and indigo.

Answer : 29. 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 headwraps and clothing. d.

They had large wardrobes of clothing, with many changes of clothes for their private festivals and celebrations.

Factual Page-Reference: 61 Skill: Slave Life in Early America Topic: c.Slave women created African-style headwraps and clothing.

Answer : 30. Interracial sexual contact is also called __________ .

Page-Reference: 62 Skill: Miscegenation and Topic: Creolization a.miscegenation Answer :

Factual

31. 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.

The British defined anyone of mixed race to be black. c.

That person would be adopted into white society if his or her skin color was light enough. d.

As a "mestizo."

Factual Page-Reference: 62 Skill: Miscegenation and Topic: Creolization b.The British defined anyone of mixed race to be black.

Answer : 32. 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 American Indians occurred in Spanish colonies. d.

Miscegenation was a rare occurrence, backed up by strict legal rules against it.

Conceptual Page-Reference: 62 Skill: Miscegenation and Topic: Creolization b.Miscegenation was more extensive and accepted in French and Spanish colonies.

Answer :

24 .

33. Why was miscegenation less extensive in English North America than among the French or Spanish colonies?

Conceptual Page-Reference: 62 Skill: Miscegenation and Topic: Creolization 34. What African characteristics did second generation slaves lose in America? a. language 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 Factual Page-Reference: 63 Skill: The Origins of AfricanTopic: American Culture a.language Answer : 35. 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 Factual Page-Reference: 62-63 Skill: The Origins of AfricanTopic: American Culture d.more balanced sex ratios Answer : 36. 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 American-Indian religions.

Conceptual Page-Reference: 63 Skill: The Origins of AfricanTopic: American Culture c.Until the nineteenth century, African Americans continued many aspects of their indigenous Answer : or Islamic religions.

37. The __________ was a large religious revival in the British colonies in the mid- to late-eighteenth century.

Factual Page-Reference: 63 Skill: The Origins of AfricanTopic: American Culture a.Great Awakening Answer : 38. 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.

Factual Page-Reference: 63 Skill: The Origins of AfricanTopic: American Culture d.Catholic leaders at the Vatican refused church admission to non-whites.

Answer :

25 .

39. 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.

Conceptual Page-Reference: 65 Skill: The Origins of AfricanTopic: American Culture d.All of these are correct.

Answer : 40. Although the Great Awakening included elements of equality, some factors pushed blacks to organize their own churches. Which of the following 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, such as 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.

Conceptual Page-Reference: 65 Skill: The Origins of AfricanTopic: American Culture b.Black men were never allowed to hold leadership roles or become preachers in the church.

Answer : 41. Which African instrument survived to be used by slaves on American plantations? a. flute or piccolo b. tambourine c. harpsichord d. banjo Factual Page-Reference: 65 Skill: The Origins of AfricanTopic: American Culture d.banjo Answer : 41. Discuss several similarities and differences between African religion and Christianity of the late seventeenth and early eighteenth centuries.

Conceptual Page-Reference: 65-66 Skill: The Origins of AfricanTopic: American Culture 43. Discuss the importance of music, language and folk literature to the slaves. How can these be seen as elements of resistance?

Conceptual Page-Reference: 65 Skill: The Origins of AfricanTopic: American Culture 44. How did slaves influence elements of white culture?

Page-Reference: 65-67 Skill: The Origins of AfricanTopic: American Culture

26 .

Conceptual

45. 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?

Conceptual Page-Reference: 66 Skill: The Origins of AfricanTopic: American Culture 46. 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, because the North was mostly industrial. d.

Slaves had extensive legal rights and obligations in the North that were non-existent in the South.

Conceptual Page-Reference: 66 Skill: Slavery in the Northern Topic: Colonies b.Slavery was less extensive in the North, because more white labor was available and it had Answer : a more diversified economy.

47. 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.

Conceptual Page-Reference: 66 Skill: Slavery in the Northern Topic: Colonies d.When not working for their masters, all slaves lived in large, run-down housing in Answer : segregated parts of cities.

48. How was slavery different in the northern colonies? Why? Page-Reference: 66-67 Skill: Slavery in the Northern Topic: Colonies

Conceptual

49. 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.

Factual Page-Reference: 67 Skill: Slavery in Spanish Florida Topic: and French Louisiana a.soldiers Answer :

27 .

50. 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 five years of service. d.

Spanish slaves were considered the social and political equals to whites in the colony.

Conceptual Page-Reference: 67 Skill: Slavery in Spanish Florida Topic: and French Louisiana b.Slaves had some social standing and power from their positions and church membership.

Answer : 51. 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.

It had a sizeable mixed-race population. 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.

Conceptual Page-Reference: 68 Skill: Slavery in Spanish Florida Topic: and French Louisiana d.New Orleans blacks maintained close cultural and family ties to the Congo region, and trips Answer : between those places were common.

52. Discuss some of the differences between slavery in the British colonies and slavery in the Spanish and French colonies.

Conceptual Page-Reference: 67-68 Skill: Slavery in Spanish Florida Topic: and French Louisiana 53. What types of work did blacks in the northern parts of New Spain perform?

Factual Page-Reference: 68 Skill: African Americans in New Topic: Spain's Northern Borderlands 54. How did race and heredity play a role in black people's lives in the northern parts of New Spain?

Conceptual Page-Reference: 68 Skill: African Americans in New Topic: Spain's Northern Borderlands 55. 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 Factual Page-Reference: 69 Skill: Black Women in Colonial Topic: America c.field labor, throughout the history of slavery Answer :

28 .

56. 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.

Conceptual Page-Reference: 69 Skill: Black Women in Colonial Topic: America d.Black women were under constant threat of sexual exploitation.

Answer : 57. How did black slave women's lives vary across the British colonies?

Conceptual Page-Reference: 69 Skill: Black Women in Colonial Topic: America 58. What specific gender ideas did the British have about slave women? How were these different from gender ideas in West Africa?

Conceptual Page-Reference: 69 Skill: Black Women in Colonial Topic: America 59. 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.

Conceptual Page-Reference: 70 Skill: Black Resistance and Topic: Rebellion a.Ideas of natural human rights and equality of all would not spread until the American Answer : Revolution.

60. 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 Factual Page-Reference: 70 Skill: Black Resistance and Topic: Rebellion a.newly arrived Africans Answer :

29 .

61. 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 Conceptual Page-Reference: 70 Skill: Black Resistance and Topic: Rebellion c.mass violence in the form of rebellions Answer : 62. 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 Factual Page-Reference: 70 Skill: Black Resistance and Topic: Rebellion b.Spanish Florida Answer : 63. In the __________ Rebellion in 1739, newly arrived Africans began a bloody revolt against slavery, killing more than 30 whites and inspiring a spirit of rebellion in South Carolina.

Factual Page-Reference: 71 Skill: Black Resistance and Topic: Rebellion a.Stono Answer : 64. How did slaves resist their situation and the oppression of slavery? What groups were more likely to resist? Why? Factual Page-Reference: 70-71 Skill: Black Resistance and Topic: Rebellion

30 .

Chapter 04: Rising Expectations: African Americans and the Struggle for Independence Chapter 04 Identifications 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?

Skill: Factual and Conceptual 1. fur trade 2. Patriot 3. Age of Revolution 4. freedom suits 5. Loyalists 6. Continental Army 7. Continental Congress 8. "hired their own time" Chapter 04 Objective/Analytical Questions 1. Discuss the origins of the French and Indian War. Page-Reference: 78 Skill: The Crisis of the British Topic: Empire

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?

Conceptual Page-Reference: 79 Skill: The Crisis of the British Topic: Empire 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 Factual Page-Reference: 78 Skill: The Crisis of the British Topic: Empire d.the French and their Indian allies versus the British, their Indian allies, and the colonists Answer :

31 .

4. What was the major cause of the French and Indian War? a.

The American Indian 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.

Factual Page-Reference: 78 Skill: The Crisis of the British Topic: Empire b.The French and British both wanted to control the fur trade in the Ohio Valley area.

Answer : 5. 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.

Conceptual Page-Reference: 78 Skill: The Crisis of the British Topic: Empire c.They were efforts by the British to establish more control over the colonies, and bring in Answer : money, after the French and Indian War. 6. Why is the French and Indian War important to the study of African Americans?

Conceptual Page-Reference: 78 Skill: The Crisis of the British Topic: Empire 7. Discuss the consequences of the French and Indian War. Page-Reference: 78-79 Skill: The Crisis of the British Topic: Empire

Conceptual

8. How did the British attempt to make the colonists pay for the French and Indian War and new administrative expenses?

Conceptual Page-Reference: 79 Skill: The Crisis of the British Topic: Empire 9. How did Crispus Attucks's actions during the Boston Massacre influence later black activists? How did white Bostonian Patriots treat him?

Conceptual Page-Reference: 79 Skill: The Crisis of the British Topic: Empire

32 .

10. 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 Factual Page-Reference: 79 Skill: The Crisis of the British Topic: Empire a.one of the people who died after accosting British soldiers at the Boston Massacre Answer : 11. Put these events in chronological order (from earliest to latest): a.Boston Tea Party 4 b.American colonists form the Stamp Act 2 Congress c.England passes the Townshend Acts 3 d.England obtains Canada from France 1 Conceptual Page-Reference: 78-80 Skill: The Crisis of the British Topic: Empire a.4/b.2/c.3/d.1 Answer : 12. 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.

Conceptual Page-Reference: 80 Skill: The Crisis of the British Topic: Empire b.They thought that payment of the tea tax would establish a precedent for American Answer : colonists having to pay other taxes.

13. Men such as 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.

Conceptual Page-Reference: 80 Skill: The Declaration of Topic: Independence and African Americans c.took for granted, frequently noted and accepted differences between the rights of white men Answer : and the rights of blacks.

33 .

14. 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?

Conceptual Page-Reference: 80 Skill: The Declaration of Topic: Independence and African Americans 15. Which scholar/philosopher was an influence on Enlightenment thought in Europe? a.

John Locke b.

Andrew Jackson c.

Leo Tolstoy d.

Socrates Factual Page-Reference: 81 Skill: The Declaration of Topic: Independence and African Americans a.John Locke Answer : 16. 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.

Conceptual Page-Reference: 81 Skill: The Declaration of Topic: Independence and African Americans d.All people, no matter what their race, should be given the same rights.

Answer : 17. Discuss the basic ideas of the Enlightenment as developed by Isaac Newton and John Locke.

Factual Page-Reference: 81 Skill: The Declaration of Topic: Independence and African Americans 18. 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.

Conceptual Page-Reference: 81 Skill: The Declaration of Topic: Independence and African Americans b.They thought the British government was engaged in a great conspiracy to take away their Answer : natural rights and make them slaves.

34 .

19. 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.

Factual Page-Reference: 82 Skill: The Declaration of Topic: Independence and African Americans c.They filed lawsuits in the North, escaped from the South, and protested in large numbers.

Answer : 20. What was the greatest source of optimism for African Americans? a. the expectation that white Patriot leaders would realize their revolutionary principles were incompatible with slavery b. that white slave owners would see the error of their ways and release their slaves c. that whites would accept blacks as equals d. all of these are correct Factual Page-Reference: 82 Skill: The Declaration of Topic: Independence and African Americans a.the expectation that white Patriot leaders would realize their revolutionary principles were Answer : incompatible with slavery 21. 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.

Conceptual Page-Reference: 83 Skill: Black Enlightenment Topic: c.Religious learning had been more available to them than secular educations.

Answer : 22. 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 Factual Page-Reference: 83 Skill: Black Enlightenment Topic: c.as a poet Answer : 23. 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.

Conceptual Page-Reference: 84 Skill: Black Enlightenment Topic: d.Actually, Wheatley absorbed white values, but also held views that were contradictory to Answer : those of her white masters and demonstrated pride in her race's abilities.

35 .

24. 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.

Factual Page-Reference: 85 Skill: Black Enlightenment Topic: b.He was the first black civilian employee of the American government.

Answer : 25. 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.

Factual Page-Reference: 85 Skill: Black Enlightenment Topic: a.He sent Jefferson a copy of his almanac, and debated racial theories with him.

Answer : 26. What do the stories of Phillis Wheatley and Benjamin Banneker tell us about African Americans during the period?

Conceptual Page-Reference: 83-85 Skill: Black Enlightenment Topic: 27. How did blacks use Enlightenment thought to their advantage?

Conceptual Page-Reference: 83-85 Skill: Black Enlightenment Topic: 28. Which statement best describes African Americans' actions during the American Revolution? a.

They fought with the American colonists, because they were fighting for freedom and democracy. b.

They played no role in the revolution, because 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.

Factual Page-Reference: 85 Skill: African Americans in the War Topic: for Independence c.They fought for the side that offered them their best chance at freedom.

Answer : 29. 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 black enlistment would inspire rebellion.

Factual Page-Reference: 87 Skill: African Americans in the War Topic: for Independence d.They believed both that blacks were too cowardly, and that black enlistment would inspire Answer : rebellion.

36 .

30. 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.

Factual Page-Reference: 87 Skill: African Americans in the War Topic: for Independence c.Blacks resented that the Americans would not let them enlist and were upholding slavery.

Answer : 31. 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.

Factual Page-Reference: 87 Skill: African Americans in the War Topic: for Independence b.Dunmore promised to free slaves who joined the British army.

Answer : 32. What effect did Lord Dunmore's proclamation have on the Revolution? Be sure to consider both the side of the Patriots and African Americans.

Conceptual Page-Reference: 87 Skill: African Americans in the War Topic: for Independence 33. Black Loyalists were most common and numerous in the colonies of __________ and __________ during the Revolution.

Factual Page-Reference: 87 Skill: African Americans in the War Topic: for Independence a.South Carolina/b.Georgia Answer : 34. Why would a black person side with the Loyalists or British during the Revolution?

Conceptual Page-Reference: 87 Skill: African Americans in the War Topic: for Independence 35. What is not true about blacks and the Patriot cause during the Revolution? a.

George Washington forbade them from enlisting during the entire course of the war. b.

All 13 states initially forbade 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.

Conceptual Page-Reference: 87 Skill: African Americans in the War Topic: for Independence a.George Washington forbade them from enlisting during the entire course of the war.

Answer :

37 .

36. 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.

Factual Page-Reference: 88 Skill: African Americans in the War Topic: for Independence d.Lord Dunmore's proclamation seemed to give him greater strength and power.

Answer : 37. Why did Washington and the states eventually decide to enlist blacks in the army?

Factual Page-Reference: 88 Skill: African Americans in the War Topic: for Independence Answer : 38. Where did the Patriot recruitment policy change most quickly? a.

New England b. border states like Maryland and Virginia c. areas like South Carolina that desperately needed manpower d. throughout the South Factual Page-Reference: 88 Skill: African Americans in the War Topic: for Independence a.New England Answer : 39. How did black women assist in the Patriot cause? a.

Black women joined their husbands in army camps. 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.

Factual Page-Reference: 88 Skill: African Americans in the War Topic: for Independence a.Black women joined their husbands in army camps.

Answer : 40. 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.

Factual Page-Reference: 87-88 Skill: The Revolution and Topic: Antislavery c.They fought in segregated units.

Answer : 41. Why would a black person side with the Patriots or colonists during the Revolution?

Conceptual Page-Reference: 88 Skill: The Revolution and Topic: Antislavery

38 .

42. Discuss the various types of roles played by blacks during the Revolution. Did this vary by class or gender? If so, how?

Conceptual Page-Reference: 87-89 Skill: The Revolution and Topic: Antislavery 43. 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, and therefore, it wasn't widespread. d.

Everyone in the North accepted the ideas of freedom for all from the beginning of their colonies Factual Page-Reference: 90 Skill: The Revolutionary Impact Topic: a.The North's economy was not as dependent on slavery as was the South's.

Answer : 44. Why was it possible to abolish slavery in the North, but not in the South?

Conceptual Page-Reference: 91-92 Skill: The Revolutionary Impact Topic: 45. 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.

Factual Page-Reference: 89-90 Skill: The Revolutionary Impact Topic: b.Quaker ideology had long stressed principles of brotherhood of man and nonviolence.

Answer : 46. What role did Quakers play in the antislavery movement?

Page-Reference: 89-90 Skill: The Revolutionary Impact Topic:

Factual

47. Which of the following people was a Quaker antislavery organizer? a.

Thomas Jefferson b.

Benjamin Lay c.

Crispus Attucks d.

James Reid Factual Page-Reference: 90 Skill: The Revolutionary Impact Topic: b.Benjamin Lay Answer : 48. 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.

Conceptual Page-Reference: 90 Skill: The Revolutionary Impact Topic: c.Slavery was abolished in all the northern colonies (except New Jersey and New York) by Answer : 1784.

39 .

49. What revolutionary changes came out of the Revolution for many blacks?

Factual Page-Reference: 90 Skill: The Revolutionary Impact Topic: 50. How did the Revolution improve the situation for blacks in the South?

Factual Page-Reference: 90 Skill: The Revolutionary Impact Topic: 51. Examine Map 4-2. What do the areas of black Loyalist resettlement after the American Revolution have in common?

Conceptual Page-Reference: 91 Skill: The Revolutionary Impact Topic: 52. 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.

Conceptual Page-Reference: 92 Skill: The Revolutionary Impact Topic: c.They faced many economic difficulties, made worse by whites who limited training and Answer : entry into certain fields and trades.

53. What limitations did blacks face after the Revolution?

Page-Reference: 92 Skill: The Revolutionary Impact Topic:

40 .

Factual

Chapter 05: African Americans in the New Nation Chapter 05 Identifications 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?

Skill: Factual and Conceptual 1. Northwest Ordinance 2. Pennsylvania Society for Promoting the Abolition of Slavery 3. American Convention for Promoting the Abolition of Slavery and Improving the Condition of the African Race 4. Fugitive Slave Act of 1793 5. Three-Fifths Clause 6. cotton gin 7. domestic slave trade 8. Prince Hall Masons 9. American Colonization Society 10. African Methodist Episcopal (AME) Church Chapter 05 Objective/Analytical Questions 1. Examine Map 5-1. What is the relationship between geography and the continuation of slavery? Why? Conceptual Page-Reference: 99 Skill: Forces for Freedom Topic: 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 Factual Page-Reference: 98 Skill: Forces for Freedom Topic: d.Vermont and Massachusetts Answer : 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, clearly abolishing slavery. c.

Slaves in Massachusetts began rioting in the streets, demanding changes. d.

Massachusetts never had slavery in the first place.

Factual Page-Reference: 99 Skill: Forces for Freedom Topic: a.Elizabeth Freeman and Quok Walker sued for their freedom under terms of a new state Answer : constitution.

41 .

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.

Conceptual Page-Reference: 99-100 Skill: Forces for Freedom Topic: c.Religious and political beliefs influenced whites into accepting the demise of slavery in New Answer : England more quickly.

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.

Factual Page-Reference: 99 Skill: Forces for Freedom Topic: b.the right for black men, who paid taxes, to vote Answer : 6. What do the legal cases over slavery and black rights in Massachusetts in the 1780s tell you about that colony and its 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.

Conceptual Page-Reference: 99 Skill: Forces for Freedom Topic: d.In some cases, the courts seemed willing to follow the letter of the law and apply equality Answer : and rights across the races.

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.

Conceptual Page-Reference: 100 Skill: Forces for Freedom Topic: c.State legislatures, rather than individual blacks, took the lead in abolishing slavery.

Answer : 8. What was the name of the first governing document of the United States of America?

Factual Page-Reference: 103 Skill: Forces for Freedom Topic: 9. Why was the process of gaining emancipation different in New England and the Middle States?

Conceptual Page-Reference: 99-100 Skill: Forces for Freedom Topic:

42 .

10. What factors led to some areas abolishing slavery gradually rather than immediately?

Conceptual Page-Reference: 98-100 Skill: Forces for Freedom Topic: 11. Put these states in the order in which they abolished all slavery (from earliest to latest). a.New Jersey 2 b.Vermont 4 c.Connecticut 3 d.Pennsylvania 1 Conceptual Page-Reference: 98-100 Skill: Forces for Freedom Topic: a.2/b.4/c.3/d.1 Answer : 12. What did the Northwest Ordinance of 1787 not do? a. banned all slavery in territory west of the Appalachians after 1800 b. provided rules and regulations for the sale of land c. supported public education d. provided ways for the area to form states and come into the union Factual Page-Reference: 100 Skill: Forces for Freedom Topic: a.banned all slavery in territory west of the Appalachians after 1800 Answer : 13. What were the differences between Jefferson's original proposal and the final effort with the Northwest Ordinance of 1787?

Factual Page-Reference: 100-101 Skill: Forces for Freedom Topic: Answer : 14. What was the significance of the Northwest Ordinance of 1787 for African Americans? a.

It had almost no effect because 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.

Conceptual Page-Reference: 101 Skill: Forces for Freedom Topic: b.The ordinance set a precedent for limiting where slavery could and could not exist.

Answer : 15. What was the name of the first antislavery society in the world?

Factual Page-Reference: 101 Skill: Forces for Freedom Topic: the Pennsylvania Society for Promoting the Abolition of Slavery Answer : 16. What statement is not true of early (before 1832) antislavery 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.

Conceptual Page-Reference: 101 Skill: Forces for Freedom Topic: b.They included the active participation by and membership of some African Americans.

Answer :

43 .

17. 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 antislavery groups thought that immediate emancipation would ignore older slaves. d.

Antislavery societies actually focused on immediate emancipation from the very beginning.

Conceptual Page-Reference: 101 Skill: Forces for Freedom Topic: a.Northern states had successfully passed plans for gradual emancipation.

Answer : 18. Antislavery 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, such as reading and writing. d.

Slaves were allowed to move off their plantations if they wanted, as long as they returned to work.

Factual Page-Reference: 101 Skill: Forces for Freedom Topic: b.Manumission laws were made more permissive.

Answer : 19. What types of "antislavery" efforts went on in the South?

Page-Reference: 101-103 Skill: Forces for Freedom Topic:

Factual

20. In general, which of the following was not a reason 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 escaping. c.

They might not find a certain slave useful. d.

Most masters after the revolution tended to believe in the equality of all humans.

Factual Page-Reference: 101-103 Skill: Forces for Freedom Topic: d.Most masters after the revolution tended to believe in the equality of all humans.

Answer : 21. What happened to the population of free slaves in the Upper South after 1790?

Factual Page-Reference: 103 Skill: Forces for Freedom Topic: 22. 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 Conceptual Page-Reference: 103-104 Skill: Forces for Slavery Topic: d.continuing excitement over the Revolution Answer :

44 .

23. 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 20 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.

Factual Page-Reference: 104 Skill: Forces for Slavery Topic: b.It was gradually abolished over the next 20 years.

Answer : 24. 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.

Factual Page-Reference: 104 Skill: Forces for Slavery Topic: c.It gave the South increased political power on the basis of people who could not have any Answer : say in government.

25. The __________ of 1793, based on provisions in the Constitution, allowed masters to pursue escaped slaves across state lines, and to find, capture and regain legal custody of them. It extended the power of slavery into the North.

Factual Page-Reference: 104 Skill: Forces for Slavery Topic: a.Fugitive Slave Act Answer : 26. How did the Constitution protect and defend slavery?

Page-Reference: 103-104 Skill: Forces for Slavery Topic:

Conceptual

27. Why did the men at the Constitutional Convention make allowances or concessions toward slavery?

Conceptual Page-Reference: 103-104 Skill: Forces for Slavery Topic: 28. 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, its harvesting needed a lot of labor.

Conceptual Page-Reference: 105 Skill: Forces for Slavery Topic: a.Demand for cotton was skyrocketing, and slaves were needed to pick it.

Answer :

45 .

29. How did the slave trade change in the early 1800s? a.

The sale of children under the age of 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.

Conceptual Page-Reference: 105 Skill: Forces for Slavery Topic: b.The domestic slave trade, mostly westward, increased dramatically.

Answer : 30. 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 Factual Page-Reference: 106 Skill: Forces for Slavery Topic: b.Slaves who came directly from Africa Answer : 31. 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.

Conceptual Page-Reference: 106-107 Skill: Forces for Slavery Topic: a.Science tended to be more objective and stated that blacks and whites were basically equal Answer : genetically.

32. What intellectual factors led to the continuation of slavery after the American Revolution?

Conceptual Page-Reference: 106-107 Skill: Forces for Slavery Topic: 33. How was science influenced by racism?

Page-Reference: 106-107 Forces for Slavery Topic:

Skill:

Conceptual

34. What types of laws reflect the general belief in racism at the time by most white men?

Factual Page-Reference: 106 Skill: Forces for Slavery Topic: 35. 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.

Factual Page-Reference: 107 Skill: The Emergence of Free Topic: Black Communities c.There was a much larger free black community in many northern cities after the Revolution.

Answer :

46 .

36. What were the earliest separate institutions that were formed? a. churches b. newspapers c. civil rights organizations d. mutual aid societies Factual Page-Reference: 107 Skill: The Emergence of Free Topic: Black Communities d.mutual aid societies Answer : 37. 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.

Conceptual Page-Reference: 107 Skill: The Emergence of Free Topic: Black Communities b.They were always blind to color difference, especially within black society.

Answer : 38. 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.

Factual Page-Reference: 107-108 Skill: The Emergence of Free Topic: Black Communities b.White freemasons traced their roots to Egypt, which blacks associated with their African Answer : heritage.

39. 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.

Conceptual Page-Reference: 109 Skill: The Emergence of Free Topic: Black Communities c.He went through the British membership application process.

Answer : 40. What difficulties did Prince Hall face in establishing the first black Masonic lodge in America? How did he get around those difficulties?

Factual Page-Reference: 109 Skill: The Emergence of Free Topic: Black Communities

47 .

41. 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.

Factual Page-Reference: 110 Skill: The Emergence of Free Topic: Black Communities a.They were never independent institutions.

Answer : 42. 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.

Factual Page-Reference: 110 Skill: The Emergence of Free Topic: Black Communities b.They led the formation of the first separate and independent black churches in America.

Answer : 43. 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.

Factual Page-Reference: 110 Skill: The Emergence of Free Topic: Black Communities c.White members of the church attempted to move a member to the black area during prayer.

Answer : 44. 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 Factual Page-Reference: 111 Skill: The Emergence of Free Topic: Black Communities a.African Methodist Episcopal Answer : 45. What black institution became the core of the free black communities in the North beginning in the 1790s? How and why?

Conceptual Page-Reference: 110-111 Skill: The Emergence of Free Topic: Black Communities

48 .

46. 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.

Factual Page-Reference: 111-112 Skill: The Emergence of Free Topic: Black Communities b.They never had sufficient enrollment.

Answer : 47. 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?

Conceptual Page-Reference: 111-112 Skill: The Emergence of Free Topic: Black Communities 48. What types of things can we tell about African Americans from the petition by Absalom Jones?

Conceptual Page-Reference: 112 Skill: Black Leaders and Choices Topic: 49. 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 Factual Page-Reference: 113-114 Skill: Black Leaders and Choices Topic: b.clergy and businessmen Answer : 50. 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.

Factual Page-Reference: 114 Skill: Black Leaders and Choices Topic: d.They generally believed that if blacks kept working and protesting, the ideals of the Answer : American Revolution would be attained.

51. How did black leaders differ over how to achieve goals? What accounts for these differences?

Factual Page-Reference: 114-115 Skill: Black Leaders and Choices Topic: 52. For what types of things did black leaders work?

Page-Reference: 114 Skill: Black Leaders and Choices Topic:

Factual

53. What can we tell of African Americans from the story of James Forten?

Conceptual Page-Reference: 114 Skill: Black Leaders and Choices Topic:

49 .

54. What advantages did Paul Cuffe see for blacks in migrating to Africa?

Factual Page-Reference: 114 Skill: Black Leaders and Choices Topic: 55. 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 Factual Page-Reference: 115 Skill: Black Leaders and Choices Topic: c.day-to-day resistance and even escape Answer : 56. How were slave uprisings different after the Revolution?

Page-Reference: 115 Skill: Black Leaders and Choices Topic:

Conceptual

57. 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 Factual Page-Reference: 115 Skill: Black Leaders and Choices Topic: b.the revolution in Haiti, led by Toussaint Louverture Answer : 58. 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.

Conceptual Page-Reference: 115-116 Skill: Black Leaders and Choices Topic: a.Fearing for their lives, more whites began to liberate their slaves.

Answer : 59. Who organized the Louisiana Rebellion? a.

Gabriel [Prosser] b.

[Charles] Deslondes c.

Nat Turner d.

John Brown Page-Reference: 116 Skill: Black Leaders and Choices Topic: b.[Charles] Deslondes Answer :

Factual

60. What factors influenced the uprisings of Gabriel in 1800 and Deslondes in 1811?

Factual Page-Reference: 116 Skill: Black Leaders and Choices Topic:

50 .

61. 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 to the North.

Factual Page-Reference: 117 Skill: Black Leaders and Choices Topic: c.They began to be much more suspicious of foreigners and outsiders, including northerners.

Answer : 62. What do the results of Gabriel's and Deslondes' rebellions tell you about black violence?

Conceptual Page-Reference: 115-116 Skill: Black Leaders and Choices Topic: 63. How did whites in the South react to the rebellions and violence?

Factual Page-Reference: 116-117 Skill: Black Leaders and Choices Topic: Answer : 64. 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 Factual Page-Reference: 117 Skill: The War of 1812 Topic: d.as a second part of the struggle for independence Answer : 65. 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 conspiracy and the Louisiana Revolution d. the origins and development of slavery and blacks' desire for freedom Factual Page-Reference: 117 Skill: The War of 1812 Topic: b.blacks' heroism and service during the American Revolution Answer : 66. 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.

Factual Page-Reference: 117-118 Skill: The War of 1812 Topic: c.They were considered an "internal foe" by some white Americans.

Answer : 67. What role did blacks play during the War of 1812 and how was that similar to or different from the American Revolution?

Conceptual Page-Reference: 117-118 Skill: The War of 1812 Topic:

51 .

68. 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 Conspiracy c. the War of 1812 d. the Declaration of Independence Factual Page-Reference: 118 Skill: The Missouri Compromise Topic: a.the Missouri Compromise Answer : 69. Why was slavery extended below the Missouri Compromise Line and not above it (with the exception of Missouri)?

Conceptual Page-Reference: 118-119 Skill: The Missouri Compromise Topic:

52 .

Chapter 06: Life in the Cotton Kingdom Chapter 06 Identifications 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?

Skill: Factual and Conceptual 1. "term slavery" 2. coffles Chapter 06 Objective/Analytical Questions 1. What was the effect of the expansion of cotton culture on slave populations? On American Indian populations?

Conceptual Page-Reference: 126-127 Skill: The Expansion of Slavery Topic: 2. Which state had the largest slave population during the period 1820–1860? a.

Alabama b.

Mississippi c.

Louisiana d.

Virginia Factual Page-Reference: 127 Skill: The Expansion of Slavery Topic: d.Virginia Answer : 3. Which state experienced the highest growth rate in slaves between 1820 and 1860? a.

Alabama b.

Mississippi c.

Louisiana d.

Virginia Factual Page-Reference: 127 Skill: The Expansion of Slavery Topic: b.Mississippi Answer : 4. Examine Map 6-1. Describe the geographic growth of cotton production between 1820 and 1860.

Conceptual Page-Reference: 126 Skill: The Expansion of Slavery Topic: 5. 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 20 slaves. c.

Slaveholding was practiced by more people in 1860 than in 1830. d.

A small percentage of African Americans owned slaves.

Factual Page-Reference: 128 Skill: The Expansion of Slavery Topic: d.A small percentage of African Americans owned slaves.

Answer : 6. How was slave ownership distributed?

Page-Reference: 128 The Expansion of Slavery Topic:

Skill:

Factual

7. Why did some African Americans own slaves?

Page-Reference: 128 Skill:

Factual

53 .

Topic:

The Expansion of Slavery

8. 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.

Factual Page-Reference: 128 Skill: The Expansion of Slavery Topic: a.It was always for the purpose of freeing the slaves they bought.

Answer : 9. What crop did most agricultural slaves tend? a. cotton b. potatoes c. hemp d. rice Page-Reference: 130 Skill: Slave Labor in Agriculture Topic: a.cotton Answer :

Factual

10. Examine Map 6-2. How do slave population numbers correspond to the use of cotton as a crop?

Conceptual Page-Reference: 129 Skill: Slave Labor in Agriculture Topic: 11. 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 Page-Reference: 129 Skill: Slave Labor in Agriculture Topic: a.Virginia, Maryland, and North Carolina Answer : 12. 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 Page-Reference: 129 Skill: Slave Labor in Agriculture Topic: c.in certain areas of South Carolina and Georgia Answer :

Factual

Factual

13. Which crop employed the largest number of slaves on a single plantation? a. cotton b. rice c. indigo d. silk Factual Page-Reference: 129 Skill: Slave Labor in Agriculture Topic: b.rice Answer :

54 .

14. 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 Factual Page-Reference: 130 Skill: Slave Labor in Agriculture Topic: a.sugarcane Answer : 15. Which slave-dependent crop was by far the most important to the country as a whole? a. sugarcane b. rice c. cotton d. tobacco Factual Page-Reference: 130 Skill: Slave Labor in Agriculture Topic: c.cotton Answer : 16. 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.

Conceptual Page-Reference: 130-131 Skill: Slave Labor in Agriculture Topic: b.Cotton planting and culture was spread over a very extensive area.

Answer : 17. 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 Factual Page-Reference: 131 Skill: Slave Labor in Agriculture Topic: d.Alabama and Mississippi Answer : 18. 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: therefore, the owners 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.

Conceptual Page-Reference: 131 Skill: Slave Labor in Agriculture Topic: b.Cotton ripened at different times, and machines couldn't tell if it was ready or not.

Answer :

55 .

19. Which crop replaced tobacco as the main cash crop of Virginia and Maryland? a. cotton b. sugarcane c. potatoes d. wheat Factual Page-Reference: 132 Skill: Slave Labor in Agriculture Topic: d.wheat Answer : 20. 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 Factual Page-Reference: 132 Skill: Slave Labor in Agriculture Topic: d.rope and bagging for cotton bales Answer : 21. List several differences and similarities between rice, tobacco, sugar, and cotton cultivation by slaves.

Include a discussion of geography, labor and punishments.

Conceptual Page-Reference: 128-131 Skill: Slave Labor in Agriculture Topic: 22. Why and how was cotton such an important crop?

Page-Reference: 130-131 Skill: Slave Labor in Agriculture Topic:

Conceptual

23. What percentage of slaves did not have to work primarily as field hands? a.

5 percent b.

25 percent c.

80 percent d.

No statistics have been found regarding slaves' work.

Factual Page-Reference: 132 Skill: House Servants and Skilled Topic: Slaves b.25 percent Answer : 24. 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 Factual Page-Reference: 133 Skill: House Servants and Skilled Topic: Slaves b.skilled slaves Answer :

56 .

25. 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.

Conceptual Page-Reference: 133 Skill: House Servants and Skilled Topic: Slaves c.It was possible for them to get a taste of freedom and independence through their skills.

Answer : 26. What were some of the advantages/disadvantages of being a house servant?

Conceptual Page-Reference: 133 Skill: House Servants and Skilled Topic: Slaves 27. 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, because they were more closely watched. d.

There were more freed blacks in rural areas near plantations.

Conceptual Page-Reference: 133 Skill: Urban and Industrial Slavery Topic: a.Skilled urban slaves could purchase their freedom more easily.

Answer : 28. 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.

Conceptual Page-Reference: 133 Skill: Urban and Industrial Slavery Topic: c.Generally, they had more autonomy on the job.

Answer : 29. What types of industries were present in the South at this time that used slave labor?

Factual Page-Reference: 133-134 Skill: Urban and Industrial Slavery Topic: 30. Discuss several differences between slavery in cities and slavery on plantations.

Conceptual Page-Reference: 133-134 Skill: Urban and Industrial Slavery Topic: 31. 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.

Factual Page-Reference: 134 Skill: Punishment Topic: b.Southern whites thought that blacks would not work unless they had the threat of physical Answer : punishment.

57 .

32. 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. was reintroduced in the North to perform labor in the textile factories.

Factual Page-Reference: 134 Skill: The Domestic Slave Trade Topic: c.grew tremendously within the United States, with owners selling slaves to the newly opened Answer : up cotton areas.

33. How did the slave trade change with the growth of cotton as a cash crop?

Conceptual Page-Reference: 134 Skill: The Domestic Slave Trade Topic: 34. What percentage of slaves from the Upper South moved toward the southwest as the cotton trade opened up? a.

Very few. Because 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 moved between 1820 and 1860.

Factual Page-Reference: 135 Skill: The Domestic Slave Trade Topic: d.Fifty percent moved between 1820 and 1860.

Answer : 35. Most victims of the slave trade moved by foot, usually chained or roped together, in groups called __________ .

Factual Page-Reference: 134 Skill: The Domestic Slave Trade Topic: a.coffles Answer : 36. 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 Factual Page-Reference: 134 Skill: The Domestic Slave Trade Topic: c.New Orleans Answer : 37. Most southerners saw slavery as a benign institution. What evidence do we have from the domestic slave trade that shows this to be false?

Conceptual Page-Reference: 134-135 Skill: The Domestic Slave Trade Topic: 38. 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, because they could be broken up at any time.

Factual Page-Reference: 135 Skill: The Domestic Slave Trade Topic: b.Many masters allowed slaves to have legal formal wedding ceremonies.

Answer :

58 .

39. Why would masters encourage families among slaves?

Page-Reference: 135 Skill: The Domestic Slave Trade Topic:

Conceptual

40. How did the relationship of black husbands and wives differ from whites' husband-wife relationships?

Conceptual Page-Reference: 135 Skill: The Domestic Slave Trade Topic: 41. Why was the extended family important to slaves?

Page-Reference: 135 Skill: The Domestic Slave Trade Topic:

Conceptual

42. Which statement is true about slave childhood? a.

Slave children, because they were highly valued by the master, were taken care of quite well.

Fewer slave children died than white children. b.

Slave children rarely played with white children, because 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.

Factual Page-Reference: 136 Skill: The Domestic Slave Trade Topic: c.Slave childhood was short; slave children were usually doing adult work between the ages Answer : of 8 and 12.

43. Why was infant mortality higher among slaves?

Page-Reference: 136 Skill: The Domestic Slave Trade Topic:

Factual

44. How did black children face slave life? How were their lives and work different on a small plantation versus a large one?

Conceptual Page-Reference: 136 Skill: The Domestic Slave Trade Topic: 45. What skills did slave children have to learn quickly?

Page-Reference: 136 Skill: The Domestic Slave Trade Topic:

Conceptual

46. 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, because they seduced the white men. d.

Black women were better at producing strong babies when mixed with white men.

Conceptual Page-Reference: 137 Skill: The Domestic Slave Trade Topic: d.Black women were better at producing strong babies when mixed with white men.

Answer : 47. What was the effect of the sexual exploitation of black women on the slave family?

Conceptual Page-Reference: 137 Skill: The Domestic Slave Trade Topic:

59 .

48. A slave's diet in the period between 1820 and 1860 a. was equal to whites' diet, and not far from today's standards, because they ate plenty 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, because the master refused to let them cook anything else. d. was close to today's standards in nutrition, but not in quantity of food.

Factual Page-Reference: 138 Skill: The Domestic Slave Trade Topic: b.was poor by today's standards, but not by the standards of the rest of the world at that time.

Answer : 49. How did the slave diet compare with slaves and free people in the rest of the world?

Conceptual Page-Reference: 138 Skill: The Domestic Slave Trade Topic: 50. 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.

Factual Page-Reference: 138 Skill: The Domestic Slave Trade Topic: c.pretty sparse, as they generally only got clothing from the master twice a year.

Answer : 51. How did slaves personalize clothes?

Page-Reference: 138 The Domestic Slave Trade Topic:

Skill:

Factual

52. How did slave clothing change as a slave aged?

Page-Reference: 138 Skill: The Domestic Slave Trade Topic:

Factual

53. 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 Factual Page-Reference: 138-139 Skill: The Domestic Slave Trade Topic: d.malaria Answer : 54. How did slaves' general health compare with the slave populations in the rest of the New World? a.

American slaves' health was much worse because masters gave them an 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 because they all practiced the same folk remedies for illness.

Conceptual Page-Reference: 138-139 Skill: The Domestic Slave Trade Topic: c.American slaves' health was generally better: they were the only slave group to grow Answer : through natural reproduction.

60 .

55. 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?

Conceptual Page-Reference: 138-139 Skill: The Domestic Slave Trade Topic: 56. What methods did slaves use to treat sicknesses?

Page-Reference: 139 Skill: The Domestic Slave Trade Topic:

Factual

57. Who was the most famous of the animal tricksters found in African-American folktales? __________ Factual Page-Reference: 141 Skill: The Socialization of Slaves Topic: a.Brer Rabbit Answer : 58. 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."

Conceptual Page-Reference: 141 Skill: The Socialization of Slaves Topic: a.They helped show slaves that sometimes the weaker, but cleverer, character wins.

Answer : 59. Why was dissembling so important to slaves?

Page-Reference: 141 Skill: The Socialization of Slaves Topic:

Conceptual

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

Conceptual Page-Reference: 141 Skill: Religion Topic: 61. What elements of Christianity did white masters choose to present to their slaves? a.

Slaves must obey their masters just as they were supposed to obey God. b.

White masters refused to allow their slaves any access to Christianity. c.

White masters emphasized Jesus's love for all mankind. d.

They generally allowed the slaves to practice Christianity in any way they pleased.

Factual Page-Reference: 141 Skill: Religion Topic: a.Slaves must obey their masters just as they were supposed to obey God. Answer : 62. What elements did slaves not incorporate into their Christian religious practices? a. indigenous African traditions b. self-named, often illiterate preachers c. an emphasis on Moses and the lesson of deliverance from bondage d. an emphasis on obedience Factual Page-Reference: 141 Skill: Religion Topic: d.an emphasis on obedience Answer :

61 .

63. 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 Factual Page-Reference: 141 Skill: The Character of Slavery and Topic: Slaves c.Ulrich B. Phillips Answer : 64. What do historians have to say about the conditions of slaves in slavery? Why do they have these differences?

Conceptual Page-Reference: 141-142 Skill: The Character of Slavery and Topic: Slaves

62 .

Chapter 07: Free Black People in Antebellum America Chapter 07 Identifications 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?

Skill: Factual and Conceptual 1. market revolution 2. Nullification Crisis 3. black laws 4. Free-Soil Party 5. Jim Crow 6. free papers Chapter 07 Objective/Analytical Questions 1. Where was the largest free black urban population in the period between 1820 and 1860? a. Philadelphia b. New York c.

Virginia d. Massachusetts Factual Page-Reference: 149 Skill: Demographics of Freedom Topic: a.Philadelphia Answer : 2. How did the free black population change from 1820 to 1860?

Factual Page-Reference: 148-149 Skill: Demographics of Freedom Topic: 3. 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 Factual Page-Reference: 150 Skill: The Jacksonian Era Topic: c.transportation Answer : 4. Which party developed to support Andrew Jackson and to oppose John Quincy Adams? __________ Factual Page-Reference: 150 Skill: The Jacksonian Era Topic: a.Democratic Answer : 5. What trend doomed the openly elitist Federalist Party? __________ Factual Page-Reference: 150 Skill: The Jacksonian Era Topic: a.universal white manhood suffrage Answer :

63 .

6. 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.

Conceptual Page-Reference: 150 Skill: The Jacksonian Era Topic: d.They were both led by slaveholders, and neither really championed black rights.

Answer : 7. How did the Whigs and Democrats emerge? What beliefs did each party hold?

Factual Page-Reference: 150 Skill: The Jacksonian Era Topic: 8. What types of changes were going on in America between 1820 and 1860?

Factual Page-Reference: 149-150 Skill: The Jacksonian Era Topic: 9. What did most white northerners believe about blacks? How did most northerners act toward blacks?

Factual Page-Reference: 151 Skill: Limited Freedom in the North Topic: 10. Most white northerners in the period between 1820 and 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.

Factual Page-Reference: 151 Skill: Limited Freedom in the North Topic: b.wanted nothing to do with blacks, and had the same kind of racist ideas as southerners.

Answer : 11. 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.

Factual Page-Reference: 151 Skill: Limited Freedom in the North Topic: c.Any black northerner, under the terms of this law, could be kidnapped and forced into Answer : slavery in the South.

12. 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 Factual Page-Reference: 151 Skill: Limited Freedom in the North Topic: b.laws that made it more difficult for blacks to come into an area Answer :

64 .

13. What party brought about the repeal of Ohio's black laws? __________ Factual Page-Reference: 151 Skill: Limited Freedom in the North Topic: a.The Ohio Free Soil Party Answer : 14. 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.

Factual Page-Reference: 151 Skill: Limited Freedom in the North Topic: c.They banned all blacks from the state in their constitutions.

Answer : 15. When property qualifications were removed from voting requirements in most states during the Jackson administration, elites a. disfranchised black men. b. continued to allow those wealthy black men who could vote before to continue voting. c. opened the voting process up to black women as well. d. allowed American Indians to vote, but not any other ethnic group.

Factual Page-Reference: 152 Skill: Limited Freedom in the North Topic: a.disfranchised black men.

Answer : 16. 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.

Factual Page-Reference: 152-153 Skill: Limited Freedom in the North Topic: c.It eliminated the property requirement for whites, but continued to have it for black men.

Answer : 17. How did different states in the Northeast and the middle areas deal with black voters? What accounted for the differences in the states?

Conceptual Page-Reference: 152-153 Skill: Limited Freedom in the North Topic: 18. 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 Factual Page-Reference: 153 Skill: Limited Freedom in the North Topic: b.segregation Answer : 19. What was the term used to describe segregated facilities? __________ Factual Page-Reference: 153 Skill: Limited Freedom in the North Topic: a.Jim Crow Answer :

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20. 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 blackface 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.

Factual Page-Reference: 153 Skill: Limited Freedom in the North Topic: b.It was a blackface minstrel act of the 1840s.

Answer : 21. 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 twentieth century.

Factual Page-Reference: 153 Skill: Limited Freedom in the North Topic: b.Blacks faced many difficulties in trying to ride public transportation, although they often had Answer : no choice but to attempt to ride them.

22. What were some of the results of racial segregation? a.

Black and white relations were often quite good because 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.

Conceptual Page-Reference: 153 Skill: Limited Freedom in the North Topic: c.Blacks lived in segregated communities in northern cities.

Answer : 23. 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?

Conceptual Page-Reference: 153 Skill: Limited Freedom in the North Topic: 24. Describe the system of social segregation that permeated the North during the antebellum period. What was denied to blacks?

Factual Page-Reference: 153 Skill: Limited Freedom in the North Topic: 25. What were some of the causes and results of segregating housing/neighborhoods for blacks?

Conceptual Page-Reference: 153 Skill: Limited Freedom in the North Topic: 26. 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.

Conceptual Page-Reference: 154 Skill: Black Communities in the Topic: Urban North b.More became single-parent households, with women heading them.

Answer :

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

Conceptual Page-Reference: 154 Skill: Black Communities in the Topic: Urban North 28. What factors characterized the black family in general during the period?

Factual Page-Reference: 154 Skill: Black Communities in the Topic: Urban North 29. 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, because many boarders were young men, and many families were headed by women c. for economic considerations, because they needed the money d. because housing was at an all-time low, and people did not have very many places to stay Factual Page-Reference: 154 Skill: Black Communities in the Topic: Urban North c.for economic considerations, because they needed the money Answer : 30. 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.

Factual Page-Reference: 154 Skill: Black Communities in the Topic: Urban North b.White immigration increased, and employers preferred to hire whites.

Answer : 31. 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 Page-Reference: 155 Skill: Black Communities in the Topic: Urban North d.shoemakers or barbers Answer : 32. What types of jobs were black women able to find? a. shoemakers or barbers b. domestic servants or laundresses c. secretarial or clerical work d. waitresses in restaurants Page-Reference: 155 Skill: Black Communities in the Topic: Urban North b.domestic servants or laundresses Answer :

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Factual

Factual

33. Why did some blacks become sailors?

Page-Reference: 155 Black Communities in the Topic: Urban North

Skill:

Factual

34. 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.

Factual Page-Reference: 155 Skill: Black Communities in the Topic: Urban North c.Complexion played no role in status in urban areas.

Answer : 35. What purpose or role did the black elite serve? How did they become elite?

Conceptual Page-Reference: 155 Skill: Black Communities in the Topic: Urban North 36. What types of difficulties did black lawyers and doctors face?

Factual Page-Reference: 156 Skill: Black Communities in the Topic: Urban North 37. What types of jobs could African Americans obtain in the North? What does that say about their opportunities?

Conceptual Page-Reference: 155-156 Skill: Black Communities in the Topic: Urban North 38. 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.

Factual Page-Reference: 157 Skill: Black Communities in the Topic: Urban North a.They emphasized slavery and the contradictions between it and American stated values.

Answer : 39. Why did black institutions become more varied and numerous during the antebellum period?

Conceptual Page-Reference: 157 Skill: African-American Institutions Topic: 40. What black institution continued to be the center of black communities? __________ Factual Page-Reference: 159 Skill: African-American Institutions Topic: a.the church Answer :

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41. 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.

Conceptual Page-Reference: 159 Skill: African-American Institutions Topic: a.Some, including Frederick Douglass, thought that they were just another example of Answer : segregation in American society.

42. How did black churches function during the antebellum period?

Conceptual Page-Reference: 159 Skill: African-American Institutions Topic: 43. Discuss the types of problems blacks faced in getting an education for their children.

Factual Page-Reference: 161 Skill: African-American Institutions Topic: 44. What was not the result of inadequate public funding for black schools in the North? a.

Teaching suffered because 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.

Conceptual Page-Reference: 161 Skill: African-American Institutions Topic: c.Some black leaders began to push for integrated schools in the North.

Answer : 45. What were Frederick Douglass and other abolitionist leaders able to do to Massachusetts' public schools? a.

They persuaded city leaders to allow all-black schools to be established. b.

They worked to desegregate the schools, including those in Boston, by 1845. c.

They pushed for African history to be taught as well as white European history. d.

They persuaded city leaders to pay black teachers the same as white teachers.

Factual Page-Reference: 161 Skill: African-American Institutions Topic: b.They worked to desegregate the schools, including those in Boston, by 1845.

Answer : 46. Which of the following is a true statement 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.

Factual Page-Reference: 161 Skill: African-American Institutions Topic: a.It was often easier to come by than primary education.

Answer :

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47. 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.

Conceptual Page-Reference: 161 Skill: African-American Institutions Topic: b.They both drew on a reform spirit of the time, focusing on many of the same issues and Answer : concerns.

48. 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 Factual Page-Reference: 161 Skill: African-American Institutions Topic: c.mutual aid organizations, especially those that helped the poor and disadvantaged Answer : 49. 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?

Conceptual Page-Reference: 161-162 Skill: African-American Institutions Topic: 50. 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.

Conceptual Page-Reference: 162-163 Skill: Free African Americans in the Topic: Upper South d.Actually, free blacks in the Upper South had a lot in common with free blacks in the North.

Answer : 51. Regarding employment, free blacks in the Upper South a. were never hired by whites, because 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, such as carpenters, bakers, and barbers. d. could generally only get jobs as barbers within the black community.

Factual Page-Reference: 163 Skill: Free African Americans in the Topic: Upper South b.faced less competition from immigrants until the 1850s, and therefore could get jobs in Answer : industry more easily than blacks in the North.

52. Discuss the differences and similarities between free blacks of the North and free blacks of the Upper South.

Conceptual Page-Reference: 162-163 Skill: Free African Americans in the Topic: Upper South

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

Page-Reference: 164 Skill: Free African Americans in the Topic: Upper South

Conceptual

54. 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.

Conceptual Page-Reference: 164 Skill: Free African Americans in the Topic: Deep South c.A sophisticated caste system developed in the Deep South, with free blacks often more Answer : closely identifying with the white masters than slaves.

55. Why did a close relationship exist between free blacks and whites in the Deep South?

Conceptual Page-Reference: 164 Skill: Free African Americans in the Topic: Deep South 56. Black communities in the Deep South a. failed to develop, because 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.

Factual Page-Reference: 164 Skill: Free African Americans in the Topic: Deep South c.developed with many of the same institutions as in the Upper South and North, except that Answer : black communities often lacked a separate church.

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Chapter 08: Opposition to Slavery Chapter 08 Identifications 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?

Skill: Factual and Conceptual 1. Benevolent Empire 2. abolitionists 3. black nationalist 4. Philadelphia Female Anti-Slavery Society 5. immediatism Chapter 08 Objective/Analytical Questions 1. What is a term used for people who favored getting rid of slavery throughout the country? __________ Factual Page-Reference: 172 Skill: Abolitionism Begins in Topic: America a.abolitionists Answer : 2. Where did the initial impetus for abolitionism come from? What was it a part of?

Conceptual Page-Reference: 172 Skill: Abolitionism Begins in Topic: America 3. What were the two antislavery movements forged by the Age of Revolution in the United States?

Factual Page-Reference: 172 Skill: Abolitionism Begins in Topic: America 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.

Factual Page-Reference: 172-174 Skill: Abolitionism Begins in Topic: America a.They assisted secretly in the South, and helped in direct action in the North.

Answer : 5. What Protestant denomination is credited with beginning the antislavery movement in the North? a.

Methodist b.

Quaker c.

Baptist d.

Episcopalian Factual Page-Reference: 172 Skill: Abolitionism Begins in Topic: America b.Quaker Answer :

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6. How and why were the Quakers important in the antislavery movement?

Factual Page-Reference: 172 Skill: Abolitionism Begins in Topic: America 7. 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.

Conceptual Page-Reference: 172 Skill: Abolitionism Begins in Topic: America b.White abolitionists did not think that blacks should have equal rights.

Answer : 8. 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?

Conceptual Page-Reference: 174 Skill: Abolitionism Begins in Topic: America

9. 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 adequat d.

White southerners decided that it was time to loosen the restrictions on slaves.

Conceptual Page-Reference: 174 Skill: Abolitionism Begins in Topic: America a.White southerners only blamed southern slaves for instigating revolt.

Answer : 10. 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, because they realized that slaves were unhappy in slavery and would try to get out of it.

Factual Page-Reference: 174 Skill: Abolitionism Begins in Topic: America b.White southerners thought that free blacks were an extremely dangerous element, and Answer : responsible for inciting slaves to rebellion.

11. 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.

Factual Page-Reference: 175 Skill: Abolitionism Begins in Topic: America c.It reinforced white beliefs that the free black population was a dangerous influence.

Answer :

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12. What was a difference between Gabriel's conspiracy and Vesey's conspiracy? a.

Gabriel 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.

Conceptual Page-Reference: 174-175 Skill: Abolitionism Begins in Topic: America b.Vesey included more elements of religion in his plot.

Answer : 13. 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, because they did not participate in the rebellion. 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.

Conceptual Page-Reference: 175 Skill: Abolitionism Begins in Topic: America c.The state legislature passed laws forbidding slaves to read, banning their assembly, and Answer : jailing black sailors while their ships were docked.

14. How were industry and transportation developments changing America's outlook?

Conceptual Page-Reference: 175 Skill: A Country in Turmoil Topic: 15. 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 Factual Page-Reference: 176 Skill: A Country in Turmoil Topic: b.paranoia, fear of conspiracies Answer : 16. 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 advocated for the rights of Indians to remain in areas east of the Mississippi.

Factual Page-Reference: 176 Skill: A Country in Turmoil Topic: d.They advocated for the rights of Indians to remain in areas east of the Mississippi.

Answer : 17. 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.

Conceptual Page-Reference: 176 Skill: A Country in Turmoil Topic: b.The Democrats sought to make property rights absolute, especially with slaves.

Answer :

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18. How did the Democrats' stated ideals compare with their actions?

Conceptual Page-Reference: 176 Skill: A Country in Turmoil Topic: 19. Which of the following statements is 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.

Factual Page-Reference: 176 Skill: A Country in Turmoil Topic: a.The Whigs attracted people who favored a more liberal social policy, mainly because the Answer : Democrats pushed them away.

20. Which of the following is a true statement about 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.

Factual Page-Reference: 177 Skill: A Country in Turmoil Topic: a.It was a revival of religious interest, where ordinary blacks and whites played a large role.

Answer : 21. What important message did Charles Finney preach during the Second Great Awakening? a.

Blacks should be enslaved, because God wanted them to be slaves. 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.

Factual Page-Reference: 178 Skill: A Country in Turmoil Topic: c.All men and women (no matter their race or class) could be saved by God. Answer : 22. 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.

Factual Page-Reference: 177 Skill: A Country in Turmoil Topic: d.Those who were saved had to help others as a part of their faith.

Answer : 23. 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 Factual Page-Reference: 178 Skill: A Country in Turmoil Topic: c.to gradually free slaves, through purchasing them and sending them to Africa Answer :

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24. What did the American Colonization Society think was a way to resolve slavery in America? Why did they want to do this?

Conceptual Page-Reference: 178 Skill: A Country in Turmoil Topic: 25. 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 Page-Reference: 178 Skill: A Country in Turmoil Topic: b.some upper South slaveholders Answer :

Factual

26. Who was the most prominent black advocate of black migration to Africa during the early 1800s? __________ Factual Page-Reference: 178 Skill: A Country in Turmoil Topic: a.Paul Cuffe Answer : 27. 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.

Factual Page-Reference: 179 Skill: A Country in Turmoil Topic: a.They wanted to bring Christianity to that continent.

Answer : 28. 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.

Conceptual Page-Reference: 179 Skill: A Country in Turmoil Topic: c.All blacks supported colonization, and looked forward to moving to Africa.

Answer : 29. 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 because they thought it was a horrible, disease-ridden place.

Conceptual Page-Reference: 179 Skill: A Country in Turmoil Topic: b.They felt that they were Americans and entitled to all the rights of white people.

Answer : 30. Why did some blacks advocate a return to Africa? What reasoning was behind the opposition to colonization?

Conceptual Page-Reference: 178-179 Skill: A Country in Turmoil Topic:

76 .

31. 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 Factual Page-Reference: 180 Skill: Black Abolitionist Women Topic: a.through church and benevolent society activities Answer : 32. 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.

Factual Page-Reference: 182 Skill: Black Abolitionist Women Topic: b.They could harbor fugitives or even buy relatives.

Answer : 33. 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.

Factual Page-Reference: 182 Skill: The Baltimore Alliance Topic: b.He thought that gradually abolishing slavery was immoral and impractical.

Answer : 34. What famous antislavery newspaper did William Lloyd Garrison begin publishing in 1831? __________ Factual Page-Reference: 182 Skill: The Baltimore Alliance Topic: a.The Liberator Answer : 35. 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.

Conceptual Page-Reference: 182 Skill: The Baltimore Alliance Topic: c.He called for the immediate abolition of slavery, along with a commitment to racial justice.

Answer : 36. 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 Factual Page-Reference: 183 Skill: David Walker and Nat Turner Topic: a.the use of violence by slaves to secure their freedom from white masters Answer :

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37. 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.

Conceptual Page-Reference: 183 Skill: David Walker and Nat Turner Topic: b.His aggressive style and tone in the pamphlet made others adopt a similar tone.

Answer : 38. 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.

Factual Page-Reference: 183-184 Skill: David Walker and Nat Turner Topic: a.Garrison and other abolitionists took the blame for the uprising.

Answer :

78 .

Chapter 09: Let Your Motto Be Resistance Chapter 09 Identifications 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?

Skill: Factual and Conceptual 1. Compromise of 1850 2. Manifest Destiny 3. moral suasion 4. The American and Foreign Anti-Slavery Society 5. Liberty Party 6. underground railroad Chapter 09 Objective/Analytical Questions 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.

Conceptual Page-Reference: 190 Skill: A Rising Tide of Racism and Topic: Violence b.Scientists argued that racial differences were permanent and indicated people's status in Answer : the world.

2. How was science reflecting the dominant ideas of racism during the 1830s and 1840s?

Conceptual Page-Reference: 190 Skill: A Rising Tide of Racism and Topic: Violence 3. Of the following groups, which did not suffer from discrimination and prejudice at the same time as African Americans? a.

American Indians b.

Catholics c. many European immigrants d.

Russian nationals Factual Page-Reference: 190 Skill: A Rising Tide of Racism and Topic: Violence d.Russian nationals Answer :

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4. Which of the following statements 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, protesting the conditions of their lives. c.

They grew in number as the abolitionist movement grew. d.

They were located mainly in the South.

Factual Page-Reference: 190 Skill: A Rising Tide of Racism and Topic: Violence c.They grew in number as the abolitionist movement grew.

Answer : 5. What were the frequent targets of antiblack mobs? a. black newspapers and neighborhoods b. black politicians c. black women and children d. black politicians Page-Reference: 190 Skill: A Rising Tide of Racism and Topic: Violence a.black newspapers and neighborhoods Answer :

Factual

6. Discuss the origins, causes and facts of the antiblack riots during the 1830s and the 1840s. Why were they worst in Philadelphia?

Conceptual Page-Reference: 190-191 Skill: A Rising Tide of Racism and Topic: Violence 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 Factual Page-Reference: 192 Skill: A Rising Tide of Racism and Topic: Violence b.Philadelphia Answer : 8. Why was the issue of Texas important to African Americans?

Conceptual Page-Reference: 192 Skill: A Rising Tide of Racism and Topic: Violence 9. What territory was gained in the war with Mexico?

Page-Reference: 192 Skill: A Rising Tide of Racism and Topic: Violence

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Factual

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.

Factual Page-Reference: 193 Skill: The Response of the Topic: Antislavery Movement a.Whites refused to allow blacks to have equal status in the organizations, despite their Answer : language of equality and justice.

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 Page-Reference: 193 Skill: The Response of the Topic: Antislavery Movement d.American Anti-Slavery Society Answer :

Factual

12. What were the goals of the American Anti-Slavery Society (AASS)? 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 Factual Page-Reference: 193 Skill: The Response of the Topic: Antislavery Movement b.the immediate end to slavery, with no compensation for owners Answer : 13. Which of the following statements is true about blacks in the American Anti-Slavery Society? 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 American Anti-Slavery Society. d.

The only black member was Frederick Douglass.

Factual Page-Reference: 193 Skill: The Response of the Topic: Antislavery Movement a.They were often refused leadership roles or large influence in decisions.

Answer : 14. Why did separate abolitionist groups form for blacks and women? What were their roles?

Factual Page-Reference: 193 Skill: The Response of the Topic: Antislavery Movement 15. What valuable tasks did women's antislavery societies do? How? Factual Page-Reference: 193 Skill: The Response of the Topic: Antislavery Movement

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16. How did women's participation in the antislavery movement create feminism?

Conceptual Page-Reference: 193 Skill: The Response of the Topic: Antislavery Movement 17. What were some of the characteristics of the American Anti-Slavery Society? Why was it significant?

Conceptual Page-Reference: 193-195 Skill: The Response of the Topic: Antislavery Movement 18. What was moral suasion? Why was it an effective argument at the time?

Conceptual Page-Reference: 193-194 Skill: The Response of the Topic: Antislavery Movement 19. What types of arguments did the American Anti-Slavery Society 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 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.

Factual Page-Reference: 193-195 Skill: The Response of the Topic: Antislavery Movement d.They noted that slavery should only be allowed by inferior countries like France.

Answer : 20. 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.

Factual Page-Reference: 196 Skill: Black Community Institutions Topic: d.It provided a forum for antislavery ideas and the development of black leadership.

Answer : 21. How were the black churches important to the abolitionist movement? a.

Clergy attacked slavery and discrimination. b.

Black churches were generally not very important, because they refused to get involved in any political issues within the community. c.

Churches provided 75 percent of all funds to the antislavery organizations. d.

Because black churches were still controlled by whites, they made few contributions.

Conceptual Page-Reference: 197 Skill: Black Community Institutions Topic: a.Clergy attacked slavery and discrimination.

Answer :

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22. 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 Factual Page-Reference: 197 Skill: Black Community Institutions Topic: d.churches Answer : 23. Why were black newspapers not as influential as black churches?

Conceptual Page-Reference: 197 Skill: Black Community Institutions Topic: 24. Why did the AASS break up? What issues were involved?

Page-Reference: 197-198 Skill: The American and Foreign Topic: Anti-Slavery Society and the Liberty Party

Factual

25. 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.

Factual Page-Reference: 198 Skill: The American and Foreign Topic: Anti-Slavery Society and the Liberty Party b.Blacks had a greater, more prominent, leadership role in the AFASS. Answer : 26. Who helped create the AFASS and what key black leader stayed with AASS? Factual Page-Reference: 198 Skill: The American and Foreign Topic: Anti-Slavery Society and the Liberty Party 27. Discuss the differences in African-American roles in the AFASS and the AASS. Conceptual Page-Reference: 198 Skill: The American and Foreign Topic: Anti-Slavery Society and the Liberty Party

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28. What was the 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.

Factual Page-Reference: 198 Skill: The American and Foreign Topic: Anti-Slavery Society and the Liberty Party a.The "Old Organization" stopped participating in politics, and the Liberty Party was an official Answer : third party in the American political system.

29. What were the differences between Garrison and the Liberty Party over the meaning of the Constitution?

Conceptual Page-Reference: 198 Skill: The American and Foreign Topic: Anti-Slavery Society and the Liberty Party 30. 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.

Conceptual Page-Reference: 198 Skill: A More Aggressive Topic: Abolitionism b.They felt that it outlawed slavery throughout the entire country.

Answer : 31. 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.

Conceptual Page-Reference: 198-199 Skill: A More Aggressive Topic: Abolitionism a.They both led successful revolts aboard ships to gain their freedom.

Answer : 32. Where did Madison Washington take the Creole to gain his and his shipmates' freedom? a.

Canada b.

British Bahamas c.

Haiti d.

Key West Factual Page-Reference: 199 Skill: A More Aggressive Topic: Abolitionism b.British Bahamas Answer :

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33. Discuss the incidents with the Amistad and the Creole. What was their effect on the antislavery movement?

Conceptual Page-Reference: 198-199 Skill: A More Aggressive Topic: Abolitionism 34. What was the significance of the underground railroad? What risks were involved?

Conceptual Page-Reference: 199 Skill: A More Aggressive Topic: Abolitionism 35. 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.

Conceptual Page-Reference: 199 Skill: A More Aggressive Topic: Abolitionism c.It was a secret organization with no centralized command, and the efforts were separated Answer : from each other by region and time.

36. What was the usual destination of the slaves on the underground railroad? __________ Factual Page-Reference: 199 Skill: A More Aggressive Topic: Abolitionism a.Canada Answer : 37. Who was Harriet Tubman and why were her efforts remarkable?

Conceptual Page-Reference: 200 Skill: A More Aggressive Topic: Abolitionism 38. 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.

Very often, technology such as railroads and steamboats helped slaves make their escape.

Factual Page-Reference: 201 Skill: A More Aggressive Topic: Abolitionism d.Very often, technology such as railroads and steamboats helped slaves make their escape.

Answer : 39. 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 Factual Page-Reference: 199 Skill: A More Aggressive Topic: Abolitionism b.Charles T. Torrey and Thomas Smallwood Answer :

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40. From where did most slaves who utilized the underground railroad come? 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 Factual Page-Reference: 200 Skill: A More Aggressive Topic: Abolitionism d.the border states Answer : 41. Examine Map 9-2. What does the map indicate about travel for blacks in the South prior to the Civil War? Conceptual Page-Reference: 200 Skill: A More Aggressive Topic: Abolitionism 42. 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.

Conceptual Page-Reference: 202 Skill: Black Militancy Topic: a.They were inspired by various slave rebellions and mutinies on ships.

Answer : 43. 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.

Conceptual Page-Reference: 202 Skill: Frederick Douglass Topic: b.They seemed to value him more for being a fugitive slave than for his oratory and Answer : intelligence.

44. What was the name of Frederick Douglass's influential newspaper? __________ Factual Page-Reference: 202 Skill: Frederick Douglass Topic: a.the North Star Answer : 45. 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.

Conceptual Page-Reference: 205 Skill: Frederick Douglass Topic: c.Douglass believed that blacks would eventually blend into American society.

Answer : 46. What do Frederick Douglass's experiences tell us about interracial efforts at this time?

Conceptual Page-Reference: 202-205 Skill: Frederick Douglass Topic:

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47. How did Douglass's views differ from Garrison's?

Page-Reference: 202-205 Skill: Frederick Douglass Topic:

Conceptual

48. 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, because whites controlled most of the organizations. d.

Black nationalism led to an increase in urban riots by blacks during the 1840s.

Conceptual Page-Reference: 206 Skill: Revival of Black Nationalism Topic: a.They really had little effect, since the antislavery movement eventually achieved its goal.

Answer :

87 .

Chapter 10: “And Black People Were at the Heart of It” Chapter 10 Identifications 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?

Skill: Factual and Conceptual 1. Wilmot Proviso 2. Forty-Niners 3. Compromise of 1850 4. Fugitive Slave Law of 1850 5. The Rochester Convention 6. Know-Nothing Party 7. Uncle Tom's Cabin 8. Kansas-Nebraska Act 9. popular sovereignty 10. Border ruffians 11. Dred Scott v. Sanford 12. Lincoln-Douglas Debates 13. John Brown's Raid Chapter 10 Objective/Analytical Questions 1. What was the idea of free labor? a. an idea accepted by most northern whites, that 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, because their labor was free d. a racist doctrine adopted by whites, that stated blacks' labor should not be paid, because they were so inferior to whites Factual Page-Reference: 210 Skill: The Lure of the West Topic: a.an idea accepted by most northern whites, that emphasized the importance of free men Answer : and women working for a living

88 .

2. Why did most northern whites oppose the expansion of slavery into the territories? a.

They felt that it would hurt them economically, because 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.

Factual Page-Reference: 210 Skill: The Lure of the West Topic: a.They felt that it would hurt them economically, because the slaveholders would have an Answer : unfair advantage by not having to pay for labor.

3. If most northern whites were racist, why did many oppose slavery?

Conceptual Page-Reference: 210 Skill: The Lure of the West Topic: 4. What was the Wilmot Proviso? What were Wilmot's motivations for proposing it?

Conceptual Page-Reference: 210-211 Skill: The Lure of the West Topic: 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, reserving them specifically for whites. d. made Mexicans and American Indian slaves alongside blacks, in the territory acquired from Mexico.

Factual Page-Reference: 211 Skill: The Lure of the West Topic: c.prohibited slavery in any lands acquired from Mexico, reserving them specifically for whites.

Answer : 6. Which party formed in 1848 to prevent the expansion of slavery into the territories? a.

Liberty Party b.

Free-Soil Party c.

Republican Party d.

Democratic Party Factual Page-Reference: 211 Skill: The Lure of the West Topic: b.Free-Soil Party Answer : 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 Factual Page-Reference: 211 Skill: The Lure of the West Topic: b.gold Answer : 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 Factual Page-Reference: 211 Skill: The Lure of the West Topic: b.male Answer :

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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 Factual Page-Reference: 212 Skill: The Lure of the West Topic: a.admitting Utah as a free state Answer : 10. Discuss the elements of the Compromise of 1850. Why were southerners unhappy with it?

Conceptual Page-Reference: 212 Skill: The Lure of the West Topic: 11. Examine Map 10-1. Where do you think the battlegrounds over slavery will be, leading up to the Civil War? Why? Conceptual Page-Reference: 212 Skill: The Lure of the West Topic: 12. Why was the Fugitive Slave Law of 1850 thought necessary by the South? What did it do?

Factual Page-Reference: 213 Skill: The Lure of the West Topic: 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.

Factual Page-Reference: 213 Skill: The Lure of the West Topic: b.They law would punish (by fines or imprisonment) ordinary citizens who failed to help Answer : capture runaways.

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. Factual Page-Reference: 213 Skill: The Lure of the West Topic: b.They passed personal liberty laws making it illegal for law enforcement officials to capture Answer : runaways.

15. How did African-American antislavery advocates respond to the Fugitive Slave Law of 1850? a.

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.

Factual Page-Reference: 213 Skill: The Lure of the West Topic: a.They demanded that supporters disobey the law or resort to violence.

Answer :

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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.

Factual Page-Reference: 214 Skill: Fugitive Slaves Topic: c.They were horrified as they personally witnessed scenes of slaves being recaptured.

Answer : 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.

Factual Page-Reference: 215 Skill: Fugitive Slaves Topic: a.Ellen passed for a sickly white man, accompanied by "his" slave, William.

Answer : 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.

Factual Page-Reference: 215 Skill: Fugitive Slaves Topic: c.They escaped to England with the help of abolitionists in Boston.

Answer : 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.

Conceptual Page-Reference: 215 Skill: Fugitive Slaves Topic: a.Abolitionists were prepared to break the laws to help slaves.

Answer : 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.

Factual Page-Reference: 215 Skill: Fugitive Slaves Topic: b.The president attempted to prosecute those who had helped the slaves escape.

Answer : 21. What do the stories of the Crafts and Shadrach tell us about abolitionism and the Fugitive Slave Act? Conceptual Page-Reference: 215 Skill: Fugitive Slaves Topic:

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22. 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.

Factual Page-Reference: 216 Skill: Fugitive Slaves Topic: d.Burns was murdered by his southern master shortly after capture.

Answer : 23. 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.

Conceptual Page-Reference: 216 Skill: Fugitive Slaves Topic: c.Some despised slavery so much that they were willing to kill their children rather than have Answer : them grow up as slaves.

24. Discuss each of the fugitive slave cases. What are their main similarities or differences?

Conceptual Page-Reference: 215-216 Skill: Fugitive Slaves Topic: 25. 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 to make the journey.

Factual Page-Reference: 217 Skill: The Rochester Convention, Topic: 1853 b.African Americans showed courage in refusing to submit to the laws and in looking for Answer : improvements for the future.

26. What is meant by "nativist"? a. another word for abolitionist b. the same thing as racism c. anti-immigrant sentiment d. another word for patriotism or believing in your native country Factual Page-Reference: 217 Skill: Nativism and the KnowTopic: Nothings c.anti-immigrant sentiment Answer : 27. What inspired the growth of nativism in the North?

Page-Reference: 217 Skill: Nativism and the KnowTopic: Nothings

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Conceptual

28. 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 Factual Page-Reference: 217 Skill: Nativism and the KnowTopic: Nothings b.to protect "American" values from immigrants Answer : 29. Who wrote the antislavery novel entitled Uncle Tom's Cabin? a.

Frederick Douglass b.

William Lloyd Garrison c.

Harriet Beecher Stowe d.

David Walker Factual Page-Reference: 219 Skill: Nativism and the KnowTopic: Nothings c.Harriet Beecher Stowe Answer : 30. 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 because 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.

Factual Page-Reference: 219 Skill: Nativism and the KnowTopic: Nothings a.The book forced many northerners to understand the horrors of slavery.

Answer : 31. 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?

Conceptual Page-Reference: 219 Skill: Nativism and the KnowTopic: Nothings 32. 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?

Conceptual Page-Reference: 219-220 Skill: The Kansas-Nebraska Act Topic: Answer : 33. 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.

Conceptual Page-Reference: 219-220 Skill: The Kansas-Nebraska Act Topic: c.It repealed the Missouri Compromise line, with the possibility that slavery would be allowed Answer : in areas it never had before.

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34. What was it that Stephen Douglas proposed to resolve the problem of whether Kansas should come in as a free or slave state? __________ Factual Page-Reference: 219-220 Skill: The Kansas-Nebraska Act Topic: a.popular sovereignty Answer : 35. How did "popular sovereignty" work in Kansas? a.

Popular sovereignty worked beautifully—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 well, 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.

Factual Page-Reference: 220 Skill: The Kansas-Nebraska Act Topic: b.Kansas became "Bleeding Kansas," where both pro- and antislavery forces engaged in acts Answer : of violence and terrorism.

36. What was the name of the proslavery groups who were fighting for slavery in Kansas? __________ Factual Page-Reference: 220 Skill: The Kansas-Nebraska Act Topic: a.Border ruffians Answer : 37. Examine Map 10-2. How did the Kansas-Nebraska Act affect the Missouri Compromise?

Conceptual Page-Reference: 220 Skill: The Kansas-Nebraska Act Topic: 38. 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.

Factual Page-Reference: 221 Skill: Preston Brooks Attacks Topic: Charles Sumner a.Sumner had accused Brooks's uncle of keeping a slave as his mistress and lover.

Answer : 39. 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.

Conceptual Page-Reference: 221 Skill: Preston Brooks Attacks Topic: Charles Sumner d.Slavery was becoming such a divisive issue that members of Congress, where all issues Answer : should be debated peacefully, were engaging in physical violence.

40. What was the result of Preston Brooks's actions against Charles Sumner?

Conceptual Page-Reference: 221 Skill: Preston Brooks Attacks Topic: Charles Sumner

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41. 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 Factual Page-Reference: 222 Skill: The Dred Scott Decision Topic: b.whether a slave taken into free territory was free Answer : 42. 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.

Factual Page-Reference: 222 Skill: The Dred Scott Decision Topic: c.Black people (not just slaves) had no rights in America and therefore could not even bring a Answer : lawsuit.

43. 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 Factual Page-Reference: 222 Skill: The Dred Scott Decision Topic: c.white southerners Answer : 44. What did the Supreme Court decide in the Dred Scott case? Why? What was the reaction to the case?

Factual Page-Reference: 222 Skill: The Dred Scott Decision Topic: 45. What was ironic about the racial attitudes in the North?

Page-Reference: 223 Skill: The Dred Scott Decision Topic:

Conceptual

46. 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 Factual Page-Reference: 223 Skill: The Lincoln-Douglas Debates Topic: b.slavery and race Answer :

95 .

47. Where did Stephen Douglas stand on the issue of slavery? a.

He was for popular sovereignty, and he 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.

Factual Page-Reference: 223 Skill: The Lincoln-Douglas Debates Topic: a.He was for popular sovereignty, and he thought masters should be able to bring their Answer : slaves anywhere.

48. 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 Factual Page-Reference: 223 Skill: The Lincoln-Douglas Debates Topic: a.of favoring black people over whites and of favoring racial equality Answer : 49. 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.

Conceptual Page-Reference: 224 Skill: Abraham Lincoln and Black Topic: People c.He was a racist, and although he opposed slavery, he was not for the social equality of Answer : blacks and whites.

50. 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 Factual Page-Reference: 224 Skill: John Brown and the Raid on Topic: Harpers Ferry d.to invade the South and end slavery Answer : 51. Who supported John Brown's efforts financially? a.

Most white northerners donated some money. b.

A few wealthy abolitionist and black leaders gave financial support. c.

A few southerners who were sick of the troubles over slavery donated money. d.

A large portion of the African-American Forty-Niners donated a great deal of money and time.

Factual Page-Reference: 224 Skill: John Brown and the Raid on Topic: Harpers Ferry b.A few wealthy abolitionist and black leaders gave financial support.

Answer :

96 .

52. 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, because he was killed before the fighting began, was largely forgotten. d.

Southerners began to accept the limitations of slavery.

Conceptual Page-Reference: 225 Skill: John Brown and the Raid on Topic: Harpers Ferry b.The raid pushed the country toward civil war by intensifying feelings on both sides.

Answer : 53. 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 because they put it down so quickly. d.

The North thought that it was a good test of their militia because Brown had been the commander and had made some gains into southern territory.

Conceptual Page-Reference: 225-226 Skill: John Brown and the Raid on Topic: Harpers Ferry b.The North saw Brown as a hero and mourned his death, while the South was swept up in Answer : paranoia and rage against what they saw as an act of terrorism.

54. Why was the Brown raid so important? What did Brown intend to do? What were the effects of his actions?

Conceptual Page-Reference: 225-226 Skill: John Brown and the Raid on Topic: Harpers Ferry 55. What happened to the Democrats during the 1860 election? Why is that significant?

Conceptual Page-Reference: 226 Skill: The Election of Abraham Topic: Lincoln Answer : 56. 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 because it was so troublesome. d.

The Republicans would support the expansion of slavery anywhere.

Factual Page-Reference: 226 Skill: The Election of Abraham Topic: Lincoln b.The Republicans were opposed to any expansion of slavery in the territories, but said they Answer : would not challenge it where it already existed.

97 .

57. 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.

Conceptual Page-Reference: 227 Skill: The Election of Abraham Topic: Lincoln d.They reacted with either opposition or very reluctant support. They were dismayed by his Answer : racism and apparent support for slavery where it already existed.

58. Examine Map 10-3. How does the map reflect the deep divisions within American society in 1860?

Conceptual Page-Reference: 226 Skill: The Election of Abraham Topic: Lincoln 59. What was the South's reaction to Lincoln's election? Why? Page-Reference: 227 Skill: The Election of Abraham Topic: Lincoln 60. Which was the first state to secede? __________ Page-Reference: 227 Skill: Disunion Topic: a.South Carolina Answer :

Factual

Factual

61. 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.

Factual Page-Reference: 227 Skill: Disunion Topic: a.He warned them that he would not permit them to leave.

Answer :

98 .

Chapter 11: Liberation: African Americans and the Civil War Chapter 11 Identifications 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?

Skill: Factual and Conceptual 1. "contraband" 2. The Emancipation Proclamation 3. The First South Carolina Volunteers 4. 54th Massachusetts Regiment 5. Battery Wagner 6. Fort Pillow 7. impressment Chapter 11 Objective/Analytical Questions 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 Factual Page-Reference: 234 Skill: Lincoln's Aims Topic: b.to preserve the Union, without regard to ending slavery Answer : 2. What was Lincoln's aim during the early stages of the war? Why? Conceptual Page-Reference: 234 Skill: Lincoln's Aims Topic: 3. What were some African Americans' immediate responses to the war? Were any reactions surprising?

Conceptual Page-Reference: 234 Skill: Lincoln's Aims Topic: 4. 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.

Factual Page-Reference: 234 Skill: Black Men Volunteer and Are Topic: Rejected d.The government refused to enlist them.

Answer :

99 .

5. 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.

Factual Page-Reference: 235 Skill: Union Policies toward Topic: Confederate Slaves a.It allowed the North to seize only those slaves who were used to benefit the Confederacy.

Answer : 6. What Union commander began the policy of accepting runaway slaves as "contraband"? __________ Factual Page-Reference: 235 Skill: Union Policies toward Topic: Confederate Slaves a.Gen. Benjamin Butler Answer : 7. How did generals Fremont and Hunter interpret the First Confiscation Act? How did Lincoln? Why was there a difference?

Conceptual Page-Reference: 235 Skill: Union Policies toward Topic: Confederate Slaves 8. How did Lincoln react to the actions of generals 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.

Factual Page-Reference: 236 Skill: Union Policies toward Topic: Confederate Slaves b.He immediately countermanded their orders and told them to stick to the letter of the law.

Answer : 9. 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 West, so that they could be used in building railroads.

Factual Page-Reference: 236 Skill: Union Policies toward Topic: Confederate Slaves c.Lincoln wanted to compensate masters for their slaves and then send the slaves out of the Answer : United States.

100 .

10. How did antislavery advocates 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.

Factual Page-Reference: 236 Skill: Union Policies toward Topic: Confederate Slaves d.They were vehemently against the idea, as it seemed to recognize slaves as property, Answer : rather than as human beings.

11. 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.

Factual Page-Reference: 237 Skill: Union Policies toward Topic: Confederate Slaves b.Members of his cabinet told him to wait for a Union victory, when the decision would not Answer : look desperate.

12. What Union victory preceded Lincoln issuing the Preliminary Emancipation Proclamation? __________ Factual Page-Reference: 238 Skill: The Preliminary Topic: Emancipation Proclamation a.Antietam Answer : 13. How did Lincoln's views toward emancipation change over time?

Conceptual Page-Reference: 237-238 Skill: The Preliminary Topic: Emancipation Proclamation 14. 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.

Factual Page-Reference: 238 Skill: The Preliminary Topic: Emancipation Proclamation b.It freed no one during that year at all.

Answer :

101 .

15. 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.

Factual Page-Reference: 238 Skill: The Preliminary Topic: Emancipation Proclamation d.It allowed slaves to leave the country to obtain freedom if they wished.

Answer : 16. 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.

Conceptual Page-Reference: 238 Skill: The Preliminary Topic: Emancipation Proclamation b.They feared that the freed slaves would rush into the North and compete with them for jobs.

Answer : 17. What problems did many white northerners have with the Preliminary Emancipation Proclamation?

Factual Page-Reference: 238 Skill: The Preliminary Topic: Emancipation Proclamation 18. How did black reaction to Lincoln change over time?

Page-Reference: 237-238 Skill: The Preliminary Topic: Emancipation Proclamation

Conceptual

19. 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?

Factual Page-Reference: 238 Skill: The Emancipation Topic: Proclamation 20. 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 Conceptual Page-Reference: 240 Skill: The Emancipation Topic: Proclamation b.the western part of Virginia Answer :

102 .

21. 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.

Conceptual Page-Reference: 241 Skill: The Emancipation Topic: Proclamation a.It became a war to free the slaves: the North gained the moral advantage.

Answer : 22. 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 Britain. 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.

Factual Page-Reference: 241 Skill: The Emancipation Topic: Proclamation a.It caused southerners in rebellious areas to free their slaves.

Answer : 23. Why did the North decide to enlist black men to fight for the Union?

Factual Page-Reference: 241 Skill: Black Men Fight for the Union Topic: 24. 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 Factual Page-Reference: 238 Skill: Black Men Fight for the Union Topic: a.Robert E. Lee Answer : 25. 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 U.S. 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.

Factual Page-Reference: 242 Skill: Black Men Fight for the Union Topic: a.They were mostly disbanded after Congress failed to appropriate money for them, and later Answer : regrouped and were inducted into the U.S. Army.

26. 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, but not radical, in his ideas about blacks.

Factual Page-Reference: 242 Skill: Black Men Fight for the Union Topic: c.He not only wanted to abolish slavery, but to show that blacks and whites were equal.

Answer :

103 .

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

Factual Page-Reference: 241 Skill: Black Men Fight for the Union Topic: 28. 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.

Conceptual Page-Reference: 242 Skill: Black Men Fight for the Union Topic: b.The 54th was composed mainly of free blacks, rather than slaves.

Answer : 29. 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 because they received more pay to do so. c.

Black soldiers were paid less because whites thought they would only be used for menial work. d.

Blacks were only used as combat troops, since that was more dangerous.

Factual Page-Reference: 243 Skill: Black Men Fight for the Union Topic: c.Black soldiers were paid less because whites thought they would only be used for menial Answer : work.

30. What types of discrimination did blacks have to face in the military? How were their conditions different from or similar to whites' conditions?

Conceptual Page-Reference: 243 Skill: Black Men Fight for the Union Topic: 31. 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.

Factual Page-Reference: 243 Skill: Black Men Fight for the Union Topic: c.They said they would accept no pay unless it was equal to white men's pay.

Answer : 32. Which black unit was involved in the assault on Battery Wagner in July of 1863? __________ Factual Page-Reference: 244 Skill: Black Men Fight for the Union Topic: a.The 54th Massachusetts Answer :

104 .

33. What was the result of the assault on Battery Wagner in July of 1863? a.

The black soldiers fought but 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.

Factual Page-Reference: 244 Skill: Black Men Fight for the Union Topic: b.William H. Carney, who fought in the battle, was the first black man to receive the Answer : Congressional Medal of Honor for his efforts.

34. 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.

Factual Page-Reference: 245 Skill: Black Men Fight for the Union Topic: c.The largest man-made explosion up to that point, and an unsuccessful effort by the Union Answer : to win a battle over the Confederates.

35. 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.

Factual Page-Reference: 245 Skill: The Confederate Reaction to Topic: Black Soldiers a.They generally refused to recognize them as prisoners of war and instead attempted to Answer : treat them like escaped slaves.

36. 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 Factual Page-Reference: 245 Skill: The Confederate Reaction to Topic: Black Soldiers c.an order issued by Lincoln in response to the mistreatment of black soldiers—it threatened Answer : to execute southern prisoners

105 .

37. Who was the Confederate officer in charge of the Fort Pillow massacre? __________ Factual Page-Reference: 246 Skill: The Confederate Reaction to Topic: Black Soldiers a.Nathan Bedford Forrest Answer : 38. What types of reactions did the South have to black soldiers fighting for the Union? Why? Conceptual Page-Reference: 246-247 Skill: The Confederate Reaction to Topic: Black Soldiers 39. Which of the following statements 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.

Conceptual Page-Reference: 247 Skill: Black Men in the Union Navy Topic: b.Blacks had a tradition of continuously serving in the navy in substantial numbers.

Answer : 40. How did life for blacks in the navy compare with life in the army?

Conceptual Page-Reference: 247 Skill: Black Men in the Union Navy Topic: 41. 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.

Conceptual Page-Reference: 248 Skill: Liberators, Spies, and Guides Topic: a.Both black women led helpful spying efforts on the Confederacy for the Union.

Answer : 42. In addition to fighting, what other roles did blacks take on during the war? What does this tell us?

Conceptual Page-Reference: 248 Skill: Liberators, Spies, and Guides Topic: 43. How did white northerners and troops treat blacks?

Page-Reference: 248-249 Skill: Violent Opposition to Black Topic: People

106 .

Factual

44. What happened during the New York City Draft Riot of 1863? a.

New Yorkers, angry about the mistreatment of slaves, amassed 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.

Factual Page-Reference: 249 Skill: Violent Opposition to Black Topic: People b.Working-class Irishmen, angry over suspected black attempts to take jobs, engaged in Answer : violence and destruction for four days, lynching blacks and burning black-affiliated businesses.

45. 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.

Factual Page-Reference: 249 Skill: Violent Opposition to Black Topic: People d.Like urban whites, they also engaged in acts of enormous brutality, including rape and Answer : murder.

46. What attitudes about slavery did the Confederacy exhibit regarding the work of slaves and the slaveholders?

Conceptual Page-Reference: 250 Skill: Black People and the Topic: Confederacy 47. 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 Factual Page-Reference: 250 Skill: Black People and the Topic: Confederacy d.several main Confederate leaders were beginning to believe that blacks could be equal to Answer : whites socially, and on the battlefield 48. 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 Factual Page-Reference: 252 Skill: Black People and the Topic: Confederacy b.freeing slaves for their military service, if they were loyal to the Confederacy Answer :

107 .

49. 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?

Conceptual Page-Reference: 252 Skill: Black People and the Topic: Confederacy 50. What did Robert E. Lee think about enlisting blacks in the military? a.

He thought that it was a very poor idea because no slave would support the Confederacy. b.

He refused to hear any arguments about it. c.

He favored it because as slaves they were accustomed to obedience and discipline. d.

No southerner ever thought about enlisting blacks in the military.

Factual Page-Reference: 253 Skill: Black People and the Topic: Confederacy c.He favored it because as slaves they were accustomed to obedience and discipline.

Answer :

108 .

Chapter 12: The Meaning of Freedom: The Promise of Reconstruction Chapter 12 Identifications 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?

Skill: Factual and Conceptual 1. Special Field Order # 15 2. "Port Royal Experiment" 3. Freedmen's Bureau 4. Southern Homestead Act 5. sharecropping 6. American Missionary Association 7. Syracuse Convention 8. Thirteenth Amendment 9. black codes 10. radical Republicans 11. Fourteenth Amendment 12. Reconstruction 13. Reconstruction Act 14. Union Leagues Chapter 12 Objective/Analytical Questions 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.

Factual Page-Reference: 260 Skill: The End of Slavery Topic: a.Some were tremendously hurt and surprised when their slaves chose to run away or leave Answer : after freedom.

2. How did slaves' reactions to freedom differ? Does this surprise you?

Conceptual Page-Reference: 260 Skill: The End of Slavery Topic:

109 .

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 Factual Page-Reference: 260 Skill: The End of Slavery Topic: c.reuniting with lost family members Answer : 4. How did the newly freed slaves go about finding lost family members?

Factual Page-Reference: 260-261 Skill: The End of Slavery Topic: 5. Why did many African Americans place such an importance on having land?

Conceptual Page-Reference: 261 Skill: Land Topic: 6. What was Special Field Order #15 and how was it limited?

Page-Reference: 261 Skill: Land Topic:

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.

Factual Page-Reference: 261 Skill: Land Topic: c.Relative to the freed population of slaves, it affected a very large number of people.

Answer : 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.

Factual Page-Reference: 262 Skill: Land Topic: a.Ex-slaves began to work the land around Port Royal, South Carolina, and some were able Answer : to purchase property.

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?

Factual Page-Reference: 262 Skill: Land Topic: 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 Factual Page-Reference: 262 Skill: The Freedmen's Bureau Topic: c.to help assist the newly freed slaves in their transition to freedom Answer :

110 .

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.

Conceptual Page-Reference: 262 Skill: The Freedmen's Bureau Topic: d.The Freedman's Bureau was not supported by any whites in the North.

Answer : 12. What responsibilities and problems were faced by the Freedmen's Bureau? Why? Conceptual Page-Reference: 262 Skill: The Freedmen's Bureau Topic: 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 because they were of such small scale.

Factual Page-Reference: 262 Skill: The Freedmen's Bureau Topic: a.They were both revoked. Land that had been given to blacks was returned to white owners.

Answer : 14. Who became president after Abraham Lincoln was assassinated? a.

Lyndon Johnson b.

Andrew Johnson c.

John Danielson d.

William Sherman Factual Page-Reference: 262-263 Skill: The Freedmen's Bureau Topic: b.Andrew Johnson Answer : 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 that 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.

Factual Page-Reference: 263 Skill: The Freedmen's Bureau Topic: b.They were pressing for economic stability in the area that needed labor to produce crops.

Answer : 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.

Factual Page-Reference: 263 Skill: The Freedmen's Bureau Topic: b.They were rarely done voluntarily, or on an equal basis. Blacks ended up at about the same Answer : station as during slavery.

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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.

Factual Page-Reference: 263-264 Skill: The Freedmen's Bureau Topic: b.Sharecropping agreements spelled out blacks rights to vote and certain constitutional Answer : rights.

18. What were some characteristics of sharecropping agreements? Why were they set up like this?

Conceptual Page-Reference: 263-264 Skill: The Freedmen's Bureau Topic: 19. Examine Map 12-1. How did sharecropping affect the distribution of population after freedom?

Conceptual Page-Reference: 265 Skill: The Freedmen's Bureau Topic: 20. The __________ became the most important institution to blacks after Reconstruction.

Factual Page-Reference: 266 Skill: The Black Church Topic: a.church Answer : 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.

Factual Page-Reference: 266 Skill: The Black Church Topic: c.Because it was a very wealthy institution, it often provided loans to its members, helping Answer : them through difficult times.

22. How and why did the church become such an important institution for blacks?

Conceptual Page-Reference: 266-267 Skill: The Black Church Topic: 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 Factual Page-Reference: 266-267 Skill: The Black Church Topic: d.lack of morals, drinking, and gambling Answer :

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24. Which denomination was especially fast growing in the South after Reconstruction? a.

Catholic b.

African Methodist Episcopal c.

Episcopalian d.

Methodist Factual Page-Reference: 267 Skill: The Black Church Topic: b.African Methodist Episcopal Answer : 25. What would be an accurate description of black Presbyterian, Congregational, and Episcopal churches? a.

They were formed only after the Civil War by freed blacks. b.

They were more rowdy and vocal than the slave religious ceremonies had been. c.

Their membership generally included the more prosperous, and lighter skinned, blacks in society. d.

They died out after the Civil War. Factual Page-Reference: 267 Skill: The Black Church Topic: c.Their membership generally included the more prosperous, and lighter skinned, blacks in Answer : society.

26. How did church services differ by class and skin color for African Americans? Why? Conceptual Page-Reference: 267 Skill: The Black Church Topic:

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 because 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 allo 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.

Factual Page-Reference: 267 Skill: Education Topic: b.They saw education and freedom as closely linked, and often went to great lengths to form Answer : schools and attend them.

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

Conceptual Page-Reference: 267 Skill: Education Topic: 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.

Factual Page-Reference: 267 Skill: Education Topic: a.They rarely felt any connection to their students, often simply coming South for the Answer : paycheck.

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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.

Factual Page-Reference: 267 Skill: Education Topic: b.They were often poorly educated themselves.

Answer : 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. Factual Page-Reference: 269 Skill: Education Topic: d.They were black schools established by religious organizations, along with the Freedmen's Answer : Bureau, after the Civil War. 32. Which of the following was a black college established after the Civil War? a.

Morehouse b.

Hampton c.

Cheyney University d.

Wilberforce University Factual Page-Reference: 269 Skill: Education Topic: a.Morehouse Answer : 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 Factual Page-Reference: 269 Skill: Education Topic: d.by establishing integrated schools with very limited financial support Answer : 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.

Factual Page-Reference: 270 Skill: Education Topic: b.No integrated schools were established immediately after Reconstruction.

Answer : 35. What was the role of many black colleges? Why? Page-Reference: 269 Skill: Education Topic:

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Conceptual

36. How did white northern teachers react to their new black students?

Factual Page-Reference: 270 Skill: Education Topic: 37. 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, therefore southerners continued to fight against the North.

Conceptual Page-Reference: 270 Skill: Violence Topic: c.White southerners were frustrated by their loss during the Civil War, and resented blacks Answer : acquiring freedom and status.

38. 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. widespread and took any form and any level of brutality Factual Page-Reference: 270-271 Skill: Violence Topic: d.widespread and took any form and any level of brutality Answer : 39. 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 Factual Page-Reference: 271 Skill: The Crusade for Political and Topic: Civil Rights c.Robert Smalls Answer : 40. 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.

Conceptual Page-Reference: 272 Skill: The Crusade for Political and Topic: Civil Rights a.He suggested that perhaps some blacks who were educated or veterans should be able to Answer : vote.

41. What plan did Abraham Lincoln propose regarding black voting before his death?

Factual Page-Reference: 272 Skill: The Crusade for Political and Topic: Civil Rights

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42. How did things seem to be looking up for blacks in 1864?

Page-Reference: 272 Skill: Presidential Reconstruction Topic: under Andrew Johnson

Conceptual

43. 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.

Conceptual Page-Reference: 272 Skill: Presidential Reconstruction Topic: under Andrew Johnson b.Johnson felt that blacks should not vote or have a role in government and were vastly Answer : inferior to whites. He destroyed many of their hopes.

44. 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.

Factual Page-Reference: 272 Skill: Presidential Reconstruction Topic: under Andrew Johnson a.He treated them with extreme leniency. Even many of the high leaders were granted Answer : pardons under Johnson.

45. 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.

Factual Page-Reference: 272 Skill: Presidential Reconstruction Topic: under Andrew Johnson b.The Confederate states had to formally accept the Thirteenth Amendment and repudiate Answer : Confederate war debts.

46. 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.

Factual Page-Reference: 272-273 Skill: Black Codes Topic: b.They allowed blacks the right to serve on juries.

Answer :

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47. Why were the black codes passed? What rights or limitations did they grant?

Factual Page-Reference: 272-273 Skill: Black Codes Topic: 48. How did blacks react to the black codes? What does this tell us?

Conceptual Page-Reference: 273 Skill: Black Conventions Topic: 49. Why did many blacks meet in conventions in 1865 and 1866 across the South? a.

They met to elect black leaders and black political candidates b.

They convened in order 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.

Blacks met to organize trips to Africa to escape the harsh situation in America Factual Page-Reference: 273 Skill: Black Conventions Topic: b.They convened in order to protest the black codes, and respectfully ask that whites live up Answer : to the ideals of America 50. 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.

Factual Page-Reference: 273 Skill: Black Conventions Topic: d.They said they would be content with being subservient, but wanted freedom.

Answer : 51. Who were the radical Republicans? What made them different from most white people?

Conceptual Page-Reference: 273-274 Skill: The Radical Republicans Topic: 52. 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.

Factual Page-Reference: 274 Skill: The Radical Republicans Topic: b.They felt that property rights of southerners were more important than granting land to Answer : blacks.

53. 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.

Factual Page-Reference: 274 Skill: The Radical Republicans Topic: c.Blacks were being treated very poorly, and southern whites didn't seem to realize they had Answer : lost the war.

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54. What types of things did the radical Republicans want during Reconstruction? How did the Democrats and other Republicans react to these demands?

Factual Page-Reference: 274 Skill: The Radical Republicans Topic: 55. Discuss the origins and passage of the Freedmen's Bureau Bill and the Civil Rights Bill of 1866. What do they show about Johnson?

Conceptual Page-Reference: 274-275 Skill: The Radical Republicans Topic: Answer : 56. 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. tried to 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 Factual Page-Reference: 275 Skill: The Radical Republicans Topic: b.tried to remove him from office—removal only failed by one vote Answer : 57. 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.

Factual Page-Reference: 275 Skill: The Fourteenth Amendment Topic: d.It explicitly gave black men the right to vote.

Answer : 58. What did the Fourteenth Amendment do? How did this change the Constitution, at least in theory? Who opposed it and why?

Conceptual Page-Reference: 275 Skill: The Fourteenth Amendment Topic: 59. How did women's suffragists feel about the Fourteenth Amendment? a.

They enthusiastically supported the Fourteenth Amendment because it offered gains for women. b.

Because women couldn't vote, they had no opinion on the Fourteenth Amendment. c.

They felt betrayed and angry because 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.

Conceptual Page-Reference: 275 Skill: The Fourteenth Amendment Topic: c.They felt betrayed and angry because the Fourteenth Amendment included only men.

Answer : 60. 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.

Factual Page-Reference: 275 Skill: The Fourteenth Amendment Topic: b.He felt it would increase the federal bureaucracy too much.

Answer :

118 .

61. 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 because 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.

Conceptual Page-Reference: 275-276 Skill: Radical Reconstruction Topic: a.Republicans gained two-thirds majorities in both the House and Senate. They could, Answer : therefore, override any presidential veto.

62. 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 because it required literacy in order to vote. d.

It allowed all blacks to vote, giving them tremendous power in both houses of Congress.

Conceptual Page-Reference: 276 Skill: Radical Reconstruction Topic: a.It stated that all adult males could vote (with a few exceptions) and was the culmination of Answer : what blacks had been working for.

63. Examine Map 12-2. How were African Americans able to get large percentages of representatives in South Carolina, Florida, and Louisiana?

Conceptual Page-Reference: 276 Skill: Radical Reconstruction Topic: 64. 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.

Factual Page-Reference: 276 Skill: Radical Reconstruction Topic: c.They were social and sometimes political organizations, in which blacks often played a Answer : prominent role.

65. How did white Southerners react to Radical Reconstruction?

Conceptual Page-Reference: 277 Skill: The Reaction of White Topic: Southerners

119 .

Chapter 13: The Meaning of Freedom: The Failure of Reconstruction Chapter 13 Identifications 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?

Skill: Factual and Conceptual 1. scalawags 2. carpetbaggers 3. Ku Klux Klan 4. Fifteenth Amendment 5. The Enforcement Acts 6. writ of habeas corpus 7. Freedmen's Savings Bank 8. Civil Rights Act of 1875 9. "redemption" 10. Colfax Massacre 11. "shotgun policy" 12. Hamburg Massacre 13. The Compromise of 1877 Chapter 13 Objective/Analytical Questions 1. What was the first opportunity for many black men to participate in politics in the South? a. Black men did not have the opportunity to participate in politics in the South. b. Their first opportunity was at the constitutional conventions during Reconstruction. c.

They participated in politics during the presidential election of 1872. d. During the elections for state senate seats, many blacks ran for office.

Factual Page-Reference: 284 Skill: Constitutional Conventions Topic: b.Their first opportunity was at the constitutional conventions during Reconstruction.

Answer : 2. How did the Republicans dominate southern constitutional conventions during Reconstruction?

Conceptual Page-Reference: 284 Skill: Constitutional Conventions Topic: 3. What were the three main constituencies of the Republican Party?

Factual Page-Reference: 284 Skill: Constitutional Conventions Topic:

120 .

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.

Conceptual Page-Reference: 284 Skill: Constitutional Conventions Topic: b.White Democrats boycotted the elections to protest Congress's Reconstruction plan and Answer : the effort to give blacks the vote.

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.

Factual Page-Reference: 284 Skill: Constitutional Conventions Topic: a.Carpetbaggers were Republicans from the North; scalawags were white southerners who Answer : supported the Republicans.

6. 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.

Factual Page-Reference: 284 Skill: Constitutional Conventions Topic: b.They did not disfranchise huge numbers of former Confederates.

Answer : 7. What types of provisions did the new southern constitutions hold?

Factual Page-Reference: 286-287 Skill: Constitutional Conventions Topic: 8. Which former Confederate state had the most blacks holding office during Reconstruction? a.

South Carolina b.

Alabama c.

Virginia d.

Texas Factual Page-Reference: 285 Skill: Constitutional Conventions Topic: a.South Carolina Answer :

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9. Which former Confederate state had the least number of blacks holding office during Reconstruction? a.

Texas b.

South Carolina c.

Tennessee d.

Delaware Factual Page-Reference: 285 Skill: Constitutional Conventions Topic: c.Tennessee Answer : 10. The number of blacks elected to office in the former Confederate states during Reconstruction generally depended on __________ .

Factual Page-Reference: 285 Skill: Constitutional Conventions Topic: a.that states' population of blacks Answer : 11. 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.

Factual Page-Reference: 286 Skill: Constitutional Conventions Topic: c.lieutenant governor Answer : 12. 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.

Factual Page-Reference: 286 Skill: Constitutional Conventions Topic: a.They were always well qualified for their office.

Answer : 13. What types of political offices did blacks run for and hold during Reconstruction?

Factual Page-Reference: 286 Skill: Constitutional Conventions Topic: Answer : 14. 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.

Factual Page-Reference: 287 Skill: The Issues Topic: d.Northerners proved very willing to allocate generous funding to black schools if the South Answer : did not.

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15. 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.

Factual Page-Reference: 287 Skill: The Issues Topic: b.Most of the white students and faculty left.

Answer : 16. 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.

Conceptual Page-Reference: 287 Skill: The Issues Topic: c.They found it unacceptable and fought it through lawsuits and protests.

Answer : 17. Some black legislators tried to regulate wages for blacks. What effect did this have? a.

Regulation had an enormous effect; blacks were able to make enough money to survive for a short time. b.

It had no effect at all, generally, because 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.

It had very little impact because most Republicans did not believe that the state had the right to regulate wages or prices.

Conceptual Page-Reference: 288 Skill: Economic Issues Topic: d.It had very little impact because most Republicans did not believe that the state had the Answer : right to regulate wages or prices.

18. 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.

Conceptual Page-Reference: 288 Skill: Economic Issues Topic: b.They tried to assist blacks by prohibiting state authorities from taking property.

Answer : 19. How did some black legislators try to gain land for blacks? a.

They forced large property holders to give land to the state in order that blacks could have it. b.

They made 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.

Factual Page-Reference: 288 Skill: Economic Issues Topic: b.They made taxes on large landowners so high that they would have to sell their land.

Answer :

123 .

20. What industry or business was a main source of interest in the South during Reconstruction? a. railroads b. the new chemical industry c. furniture and construction companies d. tobacco industry Factual Page-Reference: 288-289 Skill: Economic Issues Topic: a.railroads Answer : 21. 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.

Conceptual Page-Reference: 290 Skill: Black Politicians: An Topic: Evaluation c.They faced overwhelming opposition, not only from Democrats, but also from white Answer : Republicans on a number of issues.

22. 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.

Conceptual Page-Reference: 290 Skill: Black Politicians: An Topic: Evaluation c.Leaders who had been slaves were often worried about land and labor issues, and leaders Answer : who had been free were often worried about civil rights issues.

23. What types of issues did black Republicans generally promote? How were black Republicans received within the Republican Party?

Factual Page-Reference: 290 Skill: Black Politicians: An Topic: Evaluation 24. What types of gains did blacks make in civil rights during Reconstruction?

Conceptual Page-Reference: 290 Skill: Black Politicians: An Topic: Evaluation 25. 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.

Factual Page-Reference: 290 Skill: Republican Factionalism Topic: a.Many were interested in the modest steady salary politicians obtained.

Answer :

124 .

26. Why were political offices so hotly contested during Reconstruction? What does this tell us about the South at that time?

Conceptual Page-Reference: 290 Skill: Republican Factionalism Topic: 27. 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 to prevent them from being able to wield any political power or hold any office.

Factual Page-Reference: 290 Skill: Opposition Topic: d.They wanted to not only remove blacks and Republicans from political office, but to prevent Answer : them from being able to wield any political power or hold any office.

28. Where was the KKK founded? __________ Page-Reference: 291 Skill: The Ku Klux Klan Topic: a.Pulaski, Tennessee Answer :

Factual

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

Conceptual Page-Reference: 291 Skill: The Ku Klux Klan Topic: 30. 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. in all areas of the South Factual Page-Reference: 291 Skill: The Ku Klux Klan Topic: b.where blacks were a large minority of the population Answer : 31. 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.

Factual Page-Reference: 291 Skill: The Ku Klux Klan Topic: a.It was generally only popular among the poor whites who resented both elite whites and Answer : blacks.

32. What was often the problem with enforcement of laws against the actions of the Klan? a.

Because 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 because no one reported news of the terrorism.

Conceptual Page-Reference: 292 Skill: The Ku Klux Klan Topic: b.Many times, local law enforcement or white troops sided with the Klan against the blacks.

Answer :

125 .

33. Describe the relationship between American Indians and African Americans in the West during the Civil War and Reconstruction.

Conceptual Page-Reference: 292 Skill: The West Topic: 34. 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 because Congress was tired of dealing with the South's misbehavior. d.

Congress responded by expelling southern congressmen and senators.

Factual Page-Reference: 292 Skill: The Fifteenth Amendment Topic: b.They passed the Fifteenth Amendment.

Answer : 35. What were the limitations of the Fifteenth Amendment to the Constitution?

Conceptual Page-Reference: 293 Skill: The Fifteenth Amendment Topic: 36. 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.

Factual Page-Reference: 293 Skill: The Enforcement Acts Topic: d.They were actually not put into effect because of white racism in the South.

Answer : 37. 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 because many of them were leaders of the community. d.

None of these answers are correct.

Conceptual Page-Reference: 293 Skill: The Enforcement Acts Topic: a.The government moved quickly against the Klan, but few of its members were prosecuted Answer : severely.

38. is the right to be brought before a judge and not be arrested or jailed without cause.

Factual Page-Reference: 293 Skill: The Enforcement Acts Topic: a.Habeas corpus Answer : 39. What were the Enforcement Acts and how were they used?

Conceptual Page-Reference: 293 Skill: The Enforcement Acts Topic: 40. Why did the North begin to lose interest in blacks and the South in the 1870s?

Conceptual Page-Reference: 293-294 Skill: The North and Topic: Reconstruction

126 .

41. Which of the following is not a reason why northerners began to lose interest in black issues in the mid1870s? 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 ow d.

Actually, northerners continued to have a lot of interest in and focus on black issues, but southern racism was stronger.

Conceptual Page-Reference: 294-295 Skill: The North and Topic: Reconstruction c.Blacks were generally happy with the results of the Enforcement Acts as well as the Answer : Thirteenth, Fourteenth, and Fifteenth Amendments. They thought they should be able to work things through on their own.

42. 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.

Factual Page-Reference: 295 Skill: The Freedmen's Bank Topic: d.The white leaders of the bank invested unsoundly, and lost everything in the Panic of 1873.

Answer : 43. What were the terms of the Civil Rights Act of 1875? Why was it passed?

Conceptual Page-Reference: 295 Skill: The Civil Rights Act of 1875 Topic: 44. 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.

Conceptual Page-Reference: 295 Skill: The Civil Rights Act of 1875 Topic: c.It was eventually overturned by the U.S. Supreme Court.

Answer : 45. What did the South mean by "redemption" during Reconstruction? How was this accomplished?

Factual Page-Reference: 295 Skill: The End of Reconstruction Topic: 46. 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.

Factual Page-Reference: 295 Skill: The End of Reconstruction Topic: c.It left few lasting benefits for blacks.

Answer : 47. 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?

Conceptual Page-Reference: 298, 276 Skill: The End of Reconstruction Topic:

127 .

48. 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. a policy that required the quartering of federal troops in areas that were considered Klan strongholds Factual Page-Reference: 298 Skill: The End of Reconstruction Topic: b.a massive campaign of violence against blacks in Mississippi to bring the state back under Answer : "civilized" white control 49. 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 Factual Page-Reference: 299 Skill: The End of Reconstruction Topic: a.an incident between two white men and the black militia of the town Answer : 50. 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.

Factual Page-Reference: 298-299 Skill: The End of Reconstruction Topic: b.President Grant sent federal troops to South Carolina, but not to Mississippi, to stop the Answer : violence.

51. 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 Page-Reference: 299 Skill: The End of Reconstruction Topic: d.Florida, South Carolina, and Louisiana Answer :

Factual

52. 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?

Conceptual Page-Reference: 300 Skill: The End of Reconstruction Topic: 53. What policy did Alabama, Louisiana, Mississippi, and South Carolina follow to "redeem" their states?

Factual Page-Reference: 299-300 Skill: The End of Reconstruction Topic: 54. What was the Compromise of 1877? How did it end Reconstruction?

Factual Page-Reference: 299 Skill: The End of Reconstruction Topic:

128 .

Chapter 14: White Supremacy Triumphant: African Americans in the South in the Late Nineteenth Century Chapter 14 Identifications 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?

Skill: Factual and Conceptual 1. Colored Farmers' Alliance 2. disfranchisement 3. grandfather clause 4. Federal Elections Bill 5. segregation 6. Jim Crow 7. Plessy v. Ferguson 8. "Exodusters" 9. lien 10. peonage 11. convict lease system Chapter 14 Objective/Analytical Questions 1. Why did Wade Hampton and some other whites continue to allow black participation in government?

How was that participation limited?

Conceptual Page-Reference: 309 Skill: Politics Topic: 2. To what party did most blacks remain loyal in the post-Reconstruction South? a.

Democrats b.

Populists c.

Republican d.

Whigs Factual Page-Reference: 309 Skill: Politics Topic: c.Republican Answer : 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.

Factual Page-Reference: 309 Skill: Politics Topic:

129 .

Answer :

a.They creatively drew congressional districts so that the fewest possible blacks could be elected.

4. What was happening to black voting across the South after Reconstruction? How and why?

Conceptual Page-Reference: 309-310 Skill: Politics Topic: Answer : 5. 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.

Factual Page-Reference: 309-310 Skill: Politics Topic: a.Poor and middle-class whites occasionally resented the domination of the party by wealthy Answer : elite groups.

6. 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.

Factual Page-Reference: 311 Skill: Politics Topic: c.It chose not to include blacks, who had to form their own organization.

Answer : 7. 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.

Factual Page-Reference: 311 Skill: Politics Topic: b.They didn't think that blacks should vote, but ironically encouraged them to vote for certain Answer : candidates.

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

Conceptual Page-Reference: 311 Skill: Politics Topic: 9. 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.

Factual Page-Reference: 312 Skill: Politics Topic: a.Government ownership of railroads and communication systems.

Answer :

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10. 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 Factual Page-Reference: 312 Skill: Politics Topic: b.Thomas Watson Answer : 11. 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.

Conceptual Page-Reference: 312 Skill: Politics Topic: d.It heightened fears of southerners that blacks might gain political power.

Answer : 12. How did the Populist Party react to race issues? What was the response of the South?

Factual Page-Reference: 312 Skill: Politics Topic: 13. 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.

Conceptual Page-Reference: 312 Skill: Politics Topic: c.More people were lynched in that year than in any other in American history.

Answer : 14. 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 admit anyone. d.

They might possibly eliminate poor, illiterate white voters as well as black voters.

Conceptual Page-Reference: 313 Skill: Disfranchisement Topic: d.They might possibly eliminate poor, illiterate white voters as well as black voters.

Answer : 15. 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.

Factual Page-Reference: 313 Skill: Disfranchisement Topic: a.Illiterate voters had to have the "help" of white officials to determine where to place their Answer : ballots.

131 .

16. 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 Factual Page-Reference: 314 Skill: Disfranchisement Topic: b.the grandfather clause Answer : 17. What were "grandfather clauses"? a. voting restrictions—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; because blacks moved around so much after Reconstruction, they rarely qualified d. a clause requiring all grandfathers to vote before their sons Factual Page-Reference: 314 Skill: Disfranchisement Topic: a.voting restrictions—someone could only vote if his father or grandfather had been able to Answer : vote before a certain time (generally right at the end of slavery) 18. What methods or tactics did the South use to take the vote away from blacks? How effective were these methods?

Conceptual Page-Reference: 312-313 Skill: Disfranchisement Topic: Answer : 19. 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.

Factual Page-Reference: 314 Skill: Segregation Topic: b.whites had already begun to set up some restrictions on black access to public facilities.

Answer : 20. Where did the term "Jim Crow" originate? 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, that ridiculed black people. d.

It was a reference to a hated type of bird that whites associated with black people.

Factual Page-Reference: 314 Skill: Segregation Topic: c.A white minstrel show, popular at the time, that ridiculed black people.

Answer : 21. Why did some blacks accept segregation?

Page-Reference: 314 Skill: Segregation Topic:

132 .

Conceptual

22. 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.

Factual Page-Reference: 315 Skill: Segregation Topic: c.They opposed the idea, because they did not want to have the added expense of Answer : maintaining separate cars.

23. What type of conditions or treatment could blacks expect in different types of segregated facilities?

Factual Page-Reference: 315 Skill: Segregation Topic: 24. What was the name of the case that upheld Louisiana's segregation laws? __________ Factual Page-Reference: 315-316 Skill: Segregation Topic: a.Plessy v. Ferguson Answer : 25. 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.

Conceptual Page-Reference: 316 Skill: Segregation Topic: b.Some blacks were willing to test the laws by being arrested and trying cases in court.

Answer : 26. 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.

Conceptual Page-Reference: 316 Skill: Segregation Topic: c.It demonstrated that the highest court in the land accepted unequal discriminatory treatment Answer : of blacks.

27. 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.

Factual Page-Reference: 316 Skill: Segregation Topic: d.Streetcar segregation was the one public transportation that blacks accepted as needing to Answer : be segregated, because of the high level of violence surrounding it.

133 .

28. 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.

Conceptual Page-Reference: 316 Skill: Segregation Topic: a.In a few cities, they reversed segregation, but not permanently.

Answer : 29. 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.

Factual Page-Reference: 317 Skill: Racial Etiquette Topic: b.Black and white people could shake hands, but only if the black person did not look the Answer : white person in the eye.

30. 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.

Factual Page-Reference: 319 Skill: Violence Topic: b.A black newspaper editor suggested that white women were voluntarily having sexual Answer : relations with black men.

31. What do the violent riots in Texas, 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?

Conceptual Page-Reference: 319-320 Skill: Violence Topic: 32. 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.

Factual Page-Reference: 320 Skill: Violence Topic: a.About two to three people were lynched every week.

Answer : 33. 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.

Factual Page-Reference: 320 Skill: Violence Topic: c.A black man raped a white woman.

Answer :

134 .

34. 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 economically competed with whites 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.

Conceptual Page-Reference: 320-321 Skill: Violence Topic: b.Many blacks who economically competed with whites were lynched.

Answer : 35. 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.

Factual Page-Reference: 320-321 Skill: Violence Topic: c.Lynchings were another way to prove white supremacy.

Answer : 36. Discuss the phenomenon of lynching. What were the causes and effects on blacks?

Conceptual Page-Reference: 320-321 Skill: Violence Topic: 37. If lynching victims were predominantly male, what type of violence was used against many black women? 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.

Factual Page-Reference: 321-322 Skill: Violence Topic: a.Many were subjected to rape by white men.

Answer : 38. How did white men justify the rape of black women in the late nineteenth century?

Factual Page-Reference: 322 Skill: Violence Topic: 39. 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?

Factual Page-Reference: 322 Skill: Migration Topic: 40. Where were black migrants of the late nineteenth century least likely to go? a.

Kansas b.

Africa c.

Oklahoma or Arkansas d. the North Factual Page-Reference: 322-323 Skill: Migration Topic: d.the North Answer :

135 .

41. What was "Liberia Fever"? a. a disease similar to malaria that 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 Factual Page-Reference: 323 Skill: Migration Topic: b.a strong desire to leave America for the African colony of Liberia Answer : 42. 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 Factual Page-Reference: 323 Skill: Migration Topic: a.a black person who moved to the western United States in search of a better life than in the Answer : South 43. Examine Map 14-1. What states or territories saw the largest increase in black population? Where were blacks moving to in these places?

Conceptual Page-Reference: 325 Skill: Migration Topic: 44. 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.

Factual Page-Reference: 324 Skill: Migration Topic: b.Some blacks felt that the South was the best place for blacks.

Answer : 45. 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.

Factual Page-Reference: 324 Skill: Black Farm Families Topic: c.They generally stayed in the South, under desperate conditions of poverty.

Answer : 46. 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.

Factual Page-Reference: 325 Skill: Black Farm Families Topic: a.Large farm families had an advantage, as they had more people to labor in the fields.

Answer : 47. What types of injustices did the system of sharecropping entail?

Factual Page-Reference: 327 Skill: Black Farm Families Topic: 136 .

48. 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.

Factual Page-Reference: 327 Skill: Black Farm Families Topic: b.Courts and whites in general refused to accept the word of a black person over a white Answer : person.

49. 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.

Factual Page-Reference: 327 Skill: Black Farm Families Topic: a.Merchants, in exchange for goods and products needed at a general store, would have a Answer : legal claim to part of the black family's crop.

50. 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.

Factual Page-Reference: 328 Skill: Black Farm Families Topic: a.Peonage Answer : 51. 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.

Factual Page-Reference: 328 Skill: Black Farm Families Topic: d.It increased at enormous rates.

Answer : 52. What economic conditions did most black rural families face?

Factual Page-Reference: 328 Skill: Black Farm Families Topic: 53. 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.

Factual Page-Reference: 329 Skill: African Americans and Topic: Southern Courts c.Blacks often were not charged with crimes like adultery and bigamy.

Answer :

137 .

54. What system did white southerners devise for convicts that provided very cheap (and mostly black) labor for businessmen? __________ Factual Page-Reference: 329 Skill: African Americans and Topic: Southern Courts a.the convict lease system Answer : 55. How did the southern court system at this time reflect the dominant values of whites toward blacks?

Conceptual Page-Reference: 329 Skill: African Americans and Topic: Southern Courts

138 .

Chapter 15: African Americans Challenge White Supremacy Chapter 15 Identifications 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?

Skill: Factual and Conceptual 1. buffalo soldiers 2. Brownsville Affair Chapter 15 Objective/Analytical Questions 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; theorizing that 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 Factual Page-Reference: 336 Skill: Social Darwinism Topic: b.a theory that applied Darwin's theory of "survival of the fittest" to human society; theorizing Answer : that white English and Germans were biologically superior to blacks 2. How was science bolstering theories of racism at the end of the nineteenth century?

Conceptual Page-Reference: 336 Skill: Social Darwinism Topic: 3. 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.

Factual Page-Reference: 337-338 Skill: Education and Schools Topic: d.The South gave funding to black schools, but since they wanted black children to be taught Answer : to be submissive, black communities refused the money.

4. 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.

Factual Page-Reference: 338 Skill: Education and Schools Topic: a.vocational training, in a skill or trade Answer :

139 .

5. 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 Factual Page-Reference: 338 Skill: Education and Schools Topic: c.learning hard work in a trade, Christian morality, and middle-class values Answer : 6. Who was Hampton Institute's most famous and prized student? __________ Factual Page-Reference: 339 Skill: Education and Schools Topic: a.Booker T. Washington Answer : 7. 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 Page-Reference: 339 Skill: Education and Schools Topic: b.Tuskegee Institute in Alabama Answer :

Factual

8. 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, such as carpentry. d.

Washington believed that blacks should work for the right to vote while they worked for economic success.

Factual Page-Reference: 339 Skill: Education and Schools Topic: d.Washington believed that blacks should work for the right to vote while they worked for Answer : economic success.

9. 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?

Conceptual Page-Reference: 339 Skill: Education and Schools Topic: Answer : 10. How did Booker T. Washington affect education for blacks?

Page-Reference: 339 Skill: Education and Schools Topic:

Conceptual

11. 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 nonthreatening 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.

Factual Page-Reference: 339 Skill: Education and Schools Topic: b.Whites embraced his nonthreatening acceptance of white superiority and many supported Answer : him financially.

140 .

12. What was the "talented tenth"? a.

They were the most wealthy and influential group of whites; Washington felt all blacks should try to aspire to be like them. b.

They were 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.

They were the best group of students each year from Tuskegee; Washington generally rewarded them with land of their own to begin their futures. d.

They were the top ten percent of young black students, who were rewarded by Du Bois with jobs in the North.

Factual Page-Reference: 341 Skill: Education and Schools Topic: b.They were the top ten percent of black society; leaders like Du Bois felt that this group Answer : should lead blacks to greater social and political equality.

13. Why were some people critical of Washington's ideas and leadership? Who were they?

Conceptual Page-Reference: 341 Skill: Education and Schools Topic: 14. 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?

Conceptual Page-Reference: 341 Skill: Education and Schools Topic: 15. 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 Factual Page-Reference: 342 Skill: Church and Religion Topic: c.Baptist Answer : 16. How were black church services often different from white church services? a.

They were actually very similar because 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.

Factual Page-Reference: 342 Skill: Church and Religion Topic: b.Black members were verbally involved in the sermon and music to a greater degree.

Answer : 17. 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.

Conceptual Page-Reference: 342 Skill: Church and Religion Topic: b.They were very rarely female.

Answer : 18. How were churches important to blacks in the struggle against white supremacy?

Conceptual Page-Reference: 343 Skill: Church and Religion Topic:

141 .

19. What role did women play in the church?

Page-Reference: 343 Skill: Church and Religion Topic:

Factual

20. 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. Factual Page-Reference: 344 Skill: Church and Religion Topic: a.Holiness churches were less formal and ritualistic than other black churches.

Answer : 21. 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 Factual Page-Reference: 344 Skill: Church and Religion Topic: b.the Pentecostal Church Answer : 22. After the Civil War, 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 Factual Page-Reference: 345 Skill: Red versus Black: The Topic: Buffalo Soldiers b.in the West, fighting Native Americans Answer : 23. Examine Map 15-1. What can you tell about black military service during the period 1866–1917?

Conceptual Page-Reference: 346 Skill: Red versus Black: The Topic: Buffalo Soldiers 24. 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.

Factual Page-Reference: 345 Skill: Red versus Black: The Topic: Buffalo Soldiers d.Whites thought that blacks could tolerate the heat better.

Answer :

142 .

25. 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 in order that whites could be safe.

Conceptual Page-Reference: 345 Skill: Red versus Black: The Topic: Buffalo Soldiers c.Blacks received far worse food rations, equipment, and horses.

Answer : 26. 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.

Factual Page-Reference: 345 Skill: Red versus Black: The Topic: Buffalo Soldiers b.Native Americans admired blacks' fighting abilities and thought their hair similar to the Answer : buffalo.

27. What role did the "buffalo soldiers" play in the West? How did they justify their actions? How did the term "buffalo soldiers" come about?

Conceptual Page-Reference: 345-346 Skill: Red versus Black: The Topic: Buffalo Soldiers 28. 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 Factual Page-Reference: 348 Skill: Brownsville Topic: b.a shooting match in the Texas border town, where blacks were blamed Answer : 29. 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.

Factual Page-Reference: 348-349 Skill: Brownsville Topic: a.Without a trial or hearing, and with scant evidence, President Teddy Roosevelt quickly Answer : dismissed three companies of black men, blaming them for the violence.

30. How did the Brownsville Affair exemplify black experiences in the military at the time? What positive experiences did blacks have in the military?

Conceptual Page-Reference: 348-349 Skill: Brownsville Topic:

143 .

31. How did life in the navy compare to life in the army for African Americans?

Conceptual Page-Reference: 349 Skill: African Americans in the Topic: Navy 32. What difficulties did African-American cowboys encounter?

Page-Reference: 349 Skill: The Black Cowboys Topic:

Conceptual

33. Why was the Spanish-American War fought? 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.

Factual Page-Reference: 349 Skill: The Spanish-American War Topic: a.America wanted to liberate Cuba from Spanish control.

Answer : 34. 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. Factual Page-Reference: 350 Skill: The Spanish-American War Topic: b.They hoped to demonstrate their bravery and worth to whites, and thereby eliminate racism Answer : and hostility.

35. 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.

Some feared that the war would drag on far too long.

Factual Page-Reference: 350 Skill: The Spanish-American War Topic: c.Some saw it merely as an attempt to extend subjugation of darker races and Jim Crow laws Answer : outside America's borders.

36. 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.

Factual Page-Reference: 351 Skill: The Spanish-American War Topic: c.A few all-black units were commanded by black men.

Answer : 37. What roles did blacks play in the Spanish-American War? How different were these from their experiences in other wars?

Conceptual Page-Reference: 350-351 Skill: The Spanish-American War Topic:

144 .

38. How did the Filipinos react to the terms of the Treaty of Paris? To black men fighting them?

Conceptual Page-Reference: 352 Skill: The Philippine Insurrection Topic: 39. 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.

Factual Page-Reference: 352 Skill: African Americans and the Topic: World's Columbian Exposition a.African-American colleges displayed exhibits with academic work, skilled work by students, Answer : and photos of the campuses.

40. 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?

Conceptual Page-Reference: 352-353 Skill: African Americans and the Topic: World's Columbian Exposition 41. 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.

Factual Page-Reference: 353 Skill: Black Businesspeople and Topic: Entrepreneurs b.In order to succeed in business, blacks generally had to cater to other blacks.

Answer : 42. 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.

Conceptual Page-Reference: 353 Skill: Black Businesspeople and Topic: Entrepreneurs c.She became a very wealthy businesswoman, selling a hair-care product to black women.

Answer : 43. 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.

Factual Page-Reference: 355 Skill: African Americans and Labor Topic: a.Some organized into unions.

Answer :

145 .

44. 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.

Factual Page-Reference: 355 Skill: African Americans and Labor Topic: a.Knights of Labor Answer : 45. 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.

Factual Page-Reference: 355 Skill: African Americans and Labor Topic: b.It refused entry to blacks or women.

Answer : 46. 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 anew. d.

They should not go on strike and should work hard because whites were just going to take advantage of them.

Factual Page-Reference: 355 Skill: African Americans and Labor Topic: d.They should not go on strike and should work hard because whites were just going to take Answer : advantage of them.

47. 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 had no real organization. c.

Unions had very few members until the twentieth century, as few were interested. d.

Government forbade all unions until 1934: therefore, the only unions available were underground organizations.

Conceptual Page-Reference: 355 Skill: African Americans and Labor Topic: a.Government and the police helped the businessmen over the workers.

Answer : 48. What do the examples of various strikes tell you about black people's resistance? About their effectiveness at this time?

Conceptual Page-Reference: 355 Skill: African Americans and Labor Topic:

146 .

49. 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.

Conceptual Page-Reference: 356 Skill: Black Professionals Topic: b.Because whites recommended the strengthening of the medical profession, partially by Answer : eliminating weaker medical schools.

50. 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.

Conceptual Page-Reference: 356 Skill: Black Professionals Topic: b.Black physicians would often hire them out to individuals, but refuse to allow them to keep Answer : their pay.

51. Why did many black lawyers have a hard time making a living? a.

Blacks often preferred to hire white lawyers, whom 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 because they could not be licensed. d.

Occupational taxes for black lawyers were higher than for whites.

Factual Page-Reference: 357 Skill: Black Professionals Topic: a.Blacks often preferred to hire white lawyers, whom they believed could improve their Answer : chances of winning their cases.

52. Because the American Bar Association would not include them, what legal organization did blacks form? 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 Factual Page-Reference: 357 Skill: Black Professionals Topic: c.the National Bar Association Answer : 53. 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 Factual Page-Reference: 357 Skill: Music Topic: a.traveling groups of actors and musicians, some portraying blacks as stereotypical Answer : caricatures

147 .

54. What was characteristic of ragtime music? a.

It had very complex rhythms, emphasized by drums and clapping. b.

It actually was an African type of music, imported to America in the early twentieth century. c.

It was instrumental only, performed on the piano; lyrics were not used. d.

Ragtime was a pre-civil war phenomenon that never had written music or lyrics.

Factual Page-Reference: 358 Skill: Music Topic: c.It was instrumental only, performed on the piano; lyrics were not used.

Answer : 55. 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 Factual Page-Reference: 358 Skill: Music Topic: b.jazz Answer : 56. Who was the first prominent jazz musician? a.

Jelly Roll Morton b.

Louis Armstrong c.

Miles Davis d.

Scott Joplin Page-Reference: 358 Skill: Music Topic: a.Jelly Roll Morton Answer :

Factual

57. 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.

Conceptual Page-Reference: 358 Skill: Music Topic: d.Jazz originated among white musicians, but black artists quickly took it over.

Answer : 58. Who is regarded as the "father of the blues"? __________ Page-Reference: 358 Skill: Music Topic: a.W. C. Handy Answer : 59. What subjects did early blues music cover? a. generally only broken relationships b. virtually anything, from trains to fast women c. limited exclusively to political protest d. without lyrics—songs had no messages Page-Reference: 358 Skill: Music Topic: b.virtually anything, from trains to fast women Answer :

148 .

Factual

Factual

60. 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 Factual Page-Reference: 359 Skill: Sports Topic: d.boxing Answer : 61. 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.

Factual Page-Reference: 360 Skill: Sports Topic: a.They had him arrested for violating the Mann Act when he married a white woman.

Answer : 62. What does the story of Jack Johnson tell us about blacks in boxing and whites' reaction to them?

Conceptual Page-Reference: 360 Skill: Sports Topic: 63. Who began the push to eliminate black men from major league baseball? __________ Factual Page-Reference: 360 Skill: Sports Topic: a.A.C. "Cap" Anson Answer : 64. Which of the following teams did not allow black players after about 1887? a.

Norfolk Red Stockings b.

Cuban X Giants c.

Chicago Unions d.

Chicago White Stockings Factual Page-Reference: 360 Skill: Sports Topic: d.Chicago White Stockings Answer : 65. 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.

Factual Page-Reference: 360 Skill: Sports Topic: b.Black institutions occasionally played white institutions in athletic events.

Answer :

149 .

Chapter 16: Conciliation, Agitation, and Migration: African Americans in the Early Twentieth Century Chapter 16 Identifications 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?

Skill: Factual and Conceptual 1. Talented Tenth 2. The Tuskegee Machine Chapter 16 Objective/Analytical Questions 1. Who were the progressives? What was their interest?

Page-Reference: 368 Skill: Race and the Progressive Topic: Movement

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.

Conceptual Page-Reference: 368 Skill: Race and the Progressive Topic: Movement b.Most were racist themselves. They showed little interest in altering white supremacy.

Answer : 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 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.

Factual Page-Reference: 369 Skill: Booker T. Washington's Topic: Approach a.He thought that blacks should work for voting rights at the same time they were trying to Answer : impress whites with their hard work, cleanliness, and good morals.

150 .

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.

Because 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.

Factual Page-Reference: 369 Skill: Booker T. Washington's Topic: Approach c.Because it was so non-threatening, they thought it was sensible and praiseworthy. Many Answer : whites supported Washington's leadership.

5. What was Washington's nickname? a.

"Book Man" b.

Wizard of Tuskegee c. first black president d.

Godfather Page-Reference: 371 Booker T. Washington's Topic: Approach b.Wizard of Tuskegee Answer :

Skill:

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?

Conceptual Page-Reference: 370-371 Skill: Booker T. Washington's Topic: Approach 7. Discuss Washington's role as a black leader during the early twentieth century.

Factual Page-Reference: 370-371 Skill: Booker T. Washington's Topic: Approach 8. How did William Monroe Trotter feel about Booker T. Washington's efforts and views? a.

Trotter benefited from Washington's power by receiving a political appointment; he supported him wholeheartedly. b.

He did not support him. Trotter was responsible for the assassination of Washington. c.

He became a vocal, intense critic of Washington's. Trotter felt Washington was yielding too much power to whites. d.

Trotter, as an influential white man, appreciated Washington's efforts.

Factual Page-Reference: 371 Skill: Booker T. Washington's Topic: Approach c.He became a vocal, intense critic of Washington's. Trotter felt Washington was yielding too Answer : much power to whites.

151 .

9. 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 Factual Page-Reference: 371 Skill: Booker T. Washington's Topic: Approach a.Booker T. Washington Answer : 10. How did Du Bois's background shape his views, just as Washington's background shaped his views? 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. He was allowed to obtain a superior education. c.

Du Bois and Washington had very similar backgrounds and political views. d.

Du Bois was from a slave family with a history of provoking uprisings. He was, therefore, very sympathetic to the use of violence.

Conceptual Page-Reference: 371 Skill: W. E. B. Du Bois Topic: b.Du Bois was born free in the North, encountered little racism during his early years, and Answer : was incredibly intelligent. He was allowed to obtain a superior education.

11. 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? __________ Factual Page-Reference: 371-372 Skill: W. E. B. Du Bois Topic: a.The Souls of Black Folk Answer : 12. 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.

Conceptual Page-Reference: 371 Skill: W. E. B. Du Bois Topic: a.Du Bois did not think blacks should be submissive to whites and merely wait for change.

Answer : 13. 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?

Conceptual Page-Reference: 371 Skill: W. E. B. Du Bois Topic: 14. 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?

Conceptual Page-Reference: 371-373 Skill: W. E. B. Du Bois Topic:

152 .

15. 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.

Factual Page-Reference: 373 Skill: W. E. B. Du Bois Topic: c.The top ten percent of blacks were to be responsible for working to achieve the civil and Answer : political rights of African Americans.

16. What did the Niagara Movement demand in 1905? a.

It demanded that blacks accept segregation for the time being in order to stop the enormous number of lynchings against them. b.

It demanded 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.

It demanded that blacks should protest vigorously for their rights, better schools, housing, and an end to racial prejudice.

Factual Page-Reference: 374 Skill: W. E. B. Du Bois Topic: d.It demanded that blacks should protest vigorously for their rights, better schools, housing, Answer : and an end to racial prejudice.

17. Who formed the Niagara Movement? What did they want? How did Washington react to them?

Factual Page-Reference: 373-374 Skill: W. E. B. Du Bois Topic: 18. 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.

Conceptual Page-Reference: 374 Skill: W. E. B. Du Bois Topic: a.Blacks wanted to have an active role in determining what they wanted, rather than leaving it Answer : all up to whites.

19. 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.

Factual Page-Reference: 374 Skill: W. E. B. Du Bois Topic: b.He paid newspaper reporters to criticize Du Bois.

Answer :

153 .

20. 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.

Factual Page-Reference: 374 Skill: The NAACP Topic: b.White leaders dominated it and financed it.

Answer : 21. 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.

Factual Page-Reference: 374-375 Skill: The NAACP Topic: a.They worked within the court and legislative system, chipping away at discrimination, Answer : racism, and the Plessy v. Ferguson decision.

22. Who formed the NAACP? Why? What did they want? How did they think they could achieve these goals? Give specific examples.

Factual Page-Reference: 374-375 Skill: The NAACP Topic: 23. 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 Factual Page-Reference: 375 Skill: The NAACP Topic: b.W. E. B. Du Bois Answer : 24. 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 short lived because it was very radical; it was driven out of business by the government.

Factual Page-Reference: 375 Skill: The NAACP Topic: b.Edited by Du Bois, it generally contained strident language denouncing racism and Answer : demanding that blacks stand up for their rights.

154 .

25. 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.

Factual Page-Reference: 376 Skill: The NAACP Topic: c.He sent in aides and supporters to disrupt meetings and attack Du Bois publicly.

Answer : 26. 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.

Factual Page-Reference: 376 Skill: The NAACP Topic: c.The NAACP eventually triumphed, in goals and tactics.

Answer : 27. 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 Factual Page-Reference: 376 Skill: The Urban League Topic: a.to help blacks as they moved into cities, with housing, discrimination issues, and medical Answer : care 28. How did the club movement among black women fit in with the general characteristics of the progressive era? In what types of things did club women become involved?

Conceptual Page-Reference: 376 Skill: Black Women and the Club Topic: Movement 29. 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 Factual Page-Reference: 376 Skill: Black Women and the Club Topic: Movement c.generally, cultural, religious, and social matters Answer :

155 .

30. 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 Factual Page-Reference: 376 Skill: Black Women and the Club Topic: Movement b.black women's anger over racism toward them by a white journalist Answer : 31. What was the motto of the NACW? __________ Page-Reference: 376 Skill: Black Women and the Club Topic: Movement a."lifting as we climb" Answer :

Factual

32. What issues provoked women into forming clubs and organizations? Why weren't men involved in these issues?

Conceptual Page-Reference: 376-377 Skill: Black Women and the Club Topic: Movement 33. 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.

Factual Page-Reference: 377 Skill: Black Women and the Club Topic: Movement b.They provided housing for single black working women who were refused admittance to the Answer : YWCA. 34. 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.

Factual Page-Reference: 377 Skill: Black Women and the Club Topic: Movement c.They had long supported the issue and understood that political power was needed to Answer : change discrimination in America.

35. How did black women feel about women's suffrage? Why? Page-Reference: 377 Skill: Black Women and the Club Topic: Movement

156 .

Conceptual

36. Who is Mary Church Terrell, and what does her life tell us about blacks at this time?

Conceptual Page-Reference: 377 Skill: Black Women and the Club Topic: Movement 37. 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.

Factual Page-Reference: 378 Skill: The Black Elite Topic: a.They had wealth close to that of the very wealthiest whites.

Answer : 38. Who is Lewis Latimer and what does his life tell us about blacks at this time?

Conceptual Page-Reference: 379 Skill: African American Inventors Topic: 39. 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 because science was color-blind even by this time. d.

There were no black inventors at this time.

Factual Page-Reference: 379-380 Skill: African American Inventors Topic: a.Black inventors occasionally won in patent fights against whites.

Answer : 40. What political party did blacks generally support in the early twentieth century? a.

Republican b.

Populist c.

Democrat d.

Blacks were split between the three parties.

Factual Page-Reference: 380 Skill: Presidential Politics Topic: a.Republican Answer : 41. 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.

Factual Page-Reference: 380 Skill: Presidential Politics Topic: b.Wilson held southern views about race; he segregated federal offices to avoid friction Answer : between the races.

42. Discuss American foreign relations during the Wilson administrations. What consequences or effects were there during this time for blacks in the military?

Conceptual Page-Reference: 381 Skill: Black Men and the Military in Topic: World War I

157 .

43. 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.

Factual Page-Reference: 382 Skill: Black Men and the Military in Topic: World War I b.Most supported it, and many served in the armed forces as a way to demonstrate their Answer : patriotism and loyalty.

44. What was Du Bois's reaction to the outbreak of WWI? How did he feel about the war after it ended?

Factual Page-Reference: 383 Skill: Black Men and the Military in Topic: World War I 45. 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.

Factual Page-Reference: 383 Skill: Black Men and the Military in Topic: World War I b.He was very demoralized and thought that he shouldn't have supported the war so Answer : wholeheartedly.

46. 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.

Factual Page-Reference: 383 Skill: Race Riots Topic: c.The violence expanded from the South to include the North as well.

Answer : 47. 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?

Conceptual Page-Reference: 384 Skill: Race Riots Topic: 48. 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.

Factual Page-Reference: 384 Skill: Race Riots Topic: d.A white sheriff accused a black man of raping a white woman.

Answer :

158 .

49. 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 because blacks had been attacked first.

Factual Page-Reference: 384 Skill: Race Riots Topic: b.He said that black resistance would only lead to more black deaths and urged racial Answer : harmony.

50. 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 Factual Page-Reference: 385 Skill: Race Riots Topic: b.the creation of the NAACP Answer : 51. 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.

Conceptual Page-Reference: 384-385 Skill: Race Riots Topic: d.They generally led to some sort of improvement in race relations.

Answer : 52. 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.

Factual Page-Reference: 386 Skill: Race Riots Topic: a.Black soldiers were disgusted over the racist treatment they received at the hands of the Answer : police in the segregated city.

53. 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 the helpmates of the rioters. d.

Police completely ignored the riots, allowing violence to go unchecked for some time before making their presence known.

Factual Page-Reference: 386-387 Skill: Race Riots Topic: c.They were often either the cause of the trouble or the helpmates of the rioters.

Answer :

159 .

54. What is true about black migration between 1910 and 1940? a.

Quite a few blacks migrated, but not as many as had immediately after the Civil War. b.

Blacks were unable to migrate because of strict laws in the South forbidding migration. c.

Black migration was usually limited to black women only because men could find no jobs. d.

About 1.75 million blacks left the South, doubling the population of blacks outside that region.

Factual Page-Reference: 388 Skill: The Great Migration Topic: d.About 1.75 million blacks left the South, doubling the population of blacks outside that Answer : region.

55. What types of reasons did blacks have for moving during the early twentieth century? What did they find when they arrived at their destinations?

Factual Page-Reference: 388-389 Skill: The Great Migration Topic: 56. 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.

Factual Page-Reference: 389 Skill: The Great Migration Topic: b.Many black families moved several times before settling down.

Answer : 57. Examine Map 16-2. Where did the majority of blacks continue to reside, even after "The Great Migration"? Why? Conceptual Page-Reference: 391 Skill: Northern Communities Topic: 58. 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, such as water fountains and bathrooms, to be segregated.

Factual Page-Reference: 392 Skill: Northern Communities Topic: c.Although the North had laws against discrimination of blacks, enforcement was often Answer : overlooked.

59. What did blacks find advantageous in Chicago? a. an area where no other blacks had come yet; 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 Factual Page-Reference: 392 Skill: Northern Communities Topic: b.some political influence, including black politicians at the local, state, and national levels Answer :

160 .

60. 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.

Factual Page-Reference: 393 Skill: Northern Communities Topic: b.Because builders were unable to sell to whites, they sold to blacks to avoid bankruptcy.

Answer : 61. 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.

Factual Page-Reference: 393 Skill: Northern Communities Topic: b.Whites were attempting to keep blacks out of Harlem.

Answer : 62. What area became known as the "Negro Capital of the World"? a.

Chicago b.

Philadelphia c.

Charleston, South Carolina d.

Harlem, New York City Factual Page-Reference: 393 Skill: Northern Communities Topic: d.Harlem, New York City Answer :

161 .

Chapter 17: African Americans and the 1920s Chapter 17 Identifications 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?

Skill: Factual and Conceptual 1. Brotherhood of Sleeping Car Porters 2. Universal Negro Improvement Association 3. Red Scare 4. Pan-Africanism 5. The Harlem Renaissance 6. Negro National League Chapter 17 Objective/Analytical Questions 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 Conceptual Page-Reference: 402 Skill: Strikes and the Red Scare Topic: c.widespread labor strikes and agitation, as well as the success of communist forces in the Answer : Soviet Union 2. What was the general atmosphere of the early 1920s? What groups in addition to blacks suffered because of this atmosphere?

Conceptual Page-Reference: 402 Skill: Strikes and the Red Scare Topic: 3. 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.

Factual Page-Reference: 403 Skill: Varieties of Racism Topic: b.Prominent scholars published numerous books warning about the threat to America from Answer : immigrants and the dangers of "diluting" the white race.

162 .

4. What did the film Birth of a Nation depict? a.

It was an incredibly racist view of blacks as either ignorant or rapists, along with a glorification of the Ku Klux Klan b.

It was a film about the American Revolution, as 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 Factual Page-Reference: 403 Skill: Varieties of Racism Topic: a.It was an incredibly racist view of blacks as either ignorant or rapists, along with a Answer : glorification of the Ku Klux Klan 5. 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.

Factual Page-Reference: 403 Skill: Varieties of Racism Topic: d.The film encouraged students to study the American Revolution.

Answer : 6. How were the ideas of racism in the 1920s reflected in popular culture, like literature and the movies?

Conceptual Page-Reference: 403 Skill: Varieties of Racism Topic: 7. How did the NAACP react to Birth of a Nation? What happened?

Factual Page-Reference: 403 Skill: Varieties of Racism Topic: 8. 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 Factual Page-Reference: 404 Skill: Varieties of Racism Topic: b.Ku Klux Klan Answer : 9. How was the Klan of the 1920s different from the Reconstruction Klan? a.

The Klan in the 1920s was violent, whereas 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.

Conceptual Page-Reference: 404 Skill: Varieties of Racism Topic: b.The Klan of the 1920s expanded their hate targets to include Catholics, Jews, and Answer : immigrants as well as blacks.

163 .

10. 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.

Factual Page-Reference: 404 Skill: Varieties of Racism Topic: b.One Klan leader was convicted of raping a young white woman when the Klan was Answer : supposedly committed to protecting white women from danger.

11. How did blacks respond to the prevalent racism during the 1920s?

Conceptual Page-Reference: 405 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s 12. 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 Factual Page-Reference: 405 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s a.James Weldon Johnson Answer : 13. 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 lynchings greatly declined after the laws were instituted. b.

It was very unpopular and it was never allowed to be discussed in the House. c.

Although the NAACP gained publicity for the antilynching 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.

Factual Page-Reference: 405 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s c.Although the NAACP gained publicity for the antilynching crusade, the bill ultimately failed.

Answer : 14. What kind of activities did the NAACP rely on to improve the situation of blacks during the 1920s? Give specific examples.

Factual Page-Reference: 405 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s

164 .

15. 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.

Factual Page-Reference: 405-406 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s c.His ideas brought an opportunity to celebrate their culture, history, and heritage in a world Answer : that generally saw them as inferior or meaningless.

16. 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 Factual Page-Reference: 406 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s d.Booker T. Washington Answer : 17. 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 Factual Page-Reference: 405 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s a.Universal Negro Improvement Association Answer : 18. 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?

Conceptual Page-Reference: 405-409 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s 19. 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?

Conceptual Page-Reference: 409 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s

165 .

20. 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. the thought that working through the court system was the best way to win rights for blacks Conceptual Page-Reference: 409 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s c.a great interest in Africa and trying to improve or eliminate colonial rule there Answer : 21. 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 begin a communist revolution to support the Soviet Union d. that countries in Africa work toward taking over a state within America Factual Page-Reference: 409 Skill: Protest, Pride, and PanTopic: Africanism: Black Organizations in the 1920s a.the creation of a central black nation, but he did not demand the immediate withdrawal of Answer : the Europeans 22. 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.

Factual Page-Reference: 409 Skill: Labor Topic: c.Most black people were still employed in agricultural work or domestic service.

Answer : 23. 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.

Factual Page-Reference: 410 Skill: Labor Topic: b.By the 1920s, it was the largest employer of black people in America.

Answer : 24. 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.

Factual Page-Reference: 410 Skill: Labor Topic: d.They often were discriminated against within the black community, as porters were Answer : considered lowly.

166 .

25. 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.

Factual Page-Reference: 410 Skill: Labor Topic: b.Pullman porters formed a union, with A. Philip Randolph as the leader, to improve their Answer : situation.

26. Why did the Pullman porters organize into a union? What difficulties did they face in their union activities?

Conceptual Page-Reference: 410 Skill: Labor Topic: 27. Who supported the Brotherhood of Sleeping Car Porters union? Who opposed them? What event led to some gains for the union?

Factual Page-Reference: 410 Skill: Labor Topic: 28. What was A. Philip Randolph's political orientation? a.

Socialist b.

Republican c.

Democrat d.

He tended to vote for whoever would support blacks.

Page-Reference: 411 Skill: Labor Topic: a.Socialist Answer :

Factual

29. What organization was Randolph asked to lead in 1925? __________ Factual Page-Reference: 411 Skill: Labor Topic: a.Brotherhood of Sleeping Car Porters Answer : 30. How did the Pullman Company respond to Randolph's attempt to make gains for the porters? a.

Because 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.

Factual Page-Reference: 411 Skill: Labor Topic: b.The Pullman Company fired those who were in the union, and established their own Answer : company union.

167 .

31. 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. a 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 Factual Page-Reference: 412 Skill: The Harlem Renaissance Topic: a.an outpouring of literary and artistic work from blacks during the 1920s Answer : 32. 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.

Generally, they had a high school education, but little else. d.

They generally felt that education for blacks was useless because they were confined to menial jobs.

Factual Page-Reference: 412 Skill: The Harlem Renaissance Topic: b.Many of them went to very elite schools at a time when any college education was rare.

Answer : 33. How did black authors disagree over the role of literature in black life? With which side would you have agreed?

Conceptual Page-Reference: 412 Skill: The Harlem Renaissance Topic: 34. Discuss several Harlem Renaissance authors' views about racial issues within black society.

Factual Page-Reference: 412 Skill: The Harlem Renaissance Topic: 35. 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.

Conceptual Page-Reference: 414 Skill: The Harlem Renaissance Topic: b.Many black people also had color prejudices against darker-skinned blacks.

Answer : 36. 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 Factual Page-Reference: 414 Skill: The Harlem Renaissance Topic: b.her black literary colleagues during the Harlem Renaissance Answer : 37. What role did whites play in the Harlem Renaissance?

Page-Reference: 414-415 Skill: The Harlem Renaissance Topic:

Conceptual

38. How was black and white entertainment different in Harlem? Give examples.

Conceptual Page-Reference: 415 Skill: The Harlem Renaissance Topic: 168 .

39. 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.

Factual Page-Reference: 415 Skill: The Harlem Renaissance Topic: c.The Great Depression devastated book sales across the country.

Answer : 40. Which was the most famous Harlem nightspot? a.

Ellington's b. the Cotton Club c.

Connie's Inn d.

Sugar Cane Page-Reference: 416 Skill: Harlem and the Jazz Age Topic: b.the Cotton Club Answer :

Factual

41. What was true about the Cotton Club? a.

It was generally a black club with few whites allowed. b.

Blacks performed there, but were not allowed entrance as customers. c.

It was known for its interracial character and its antidiscriminatory policies. d.

It was not very popular because it was in Harlem, and whites were afraid to travel there.

Factual Page-Reference: 416 Skill: Harlem and the Jazz Age Topic: b.Blacks performed there, but were not allowed entrance as customers.

Answer : 42. What was one of the differences 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 3:00 A.M. Conceptual Page-Reference: 416 Skill: Harlem and the Jazz Age Topic: d.Some black clubs stayed open past 3:00 A.M. Answer : 43. 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.

Factual Page-Reference: 418 Skill: Sports Topic: d.All of these answers are correct.

Answer : 44. 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.

Conceptual Page-Reference: 419 Skill: Sports Topic: b.They were more rigidly segregated than professional sports.

Answer :

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45. What were some difficulties blacks in professional and amateur sports faced during the 1920s?

Conceptual Page-Reference: 418-419 Skill: Sports Topic: 46. Were black sporting events successful or not? Why or why not?

Conceptual Page-Reference: 419 Skill: Sports Topic:

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Chapter 18: Black Protest, the Great Depression, and the New Deal Chapter 18 Identifications 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?

Skill: Factual and Conceptual 1. Roosevelt's "black cabinet" 2. National Negro Congress 3. Tuskegee Study Chapter 18 Objective/Analytical Questions 1. 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 because the government did not consider them to be very important.

Factual Page-Reference: 427 Skill: The Cataclysm, 1929-1933 Topic: b.Black unemployment was higher.

Answer : 2. Why were black women often affected more than black men during the Depression? a.

Black women generally lacked the high level of education that black men had achieved. b.

White families could not afford domestic help during the Depression or could get it at almost no cost at all because some black women were so desperate. c.

The only jobs available during the Depression were the skilled jobs that black men were more prepared for than women. d.

Black women had to stay at home and take care of their children.

Conceptual Page-Reference: 427 Skill: The Cataclysm, 1929-1933 Topic: b.White families could not afford domestic help during the Depression or could get it at almost Answer : no cost at all because some black women were so desperate.

3. 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?

Conceptual Page-Reference: 427-428 Skill: The Cataclysm, 1929-1933 Topic: 4. 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 Factual Page-Reference: 428 Skill: The Cataclysm, 1929-1933 Topic: c.an area in New York where white women could very cheaply obtain day help from black Answer : women

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5. 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.

Conceptual Page-Reference: 428 Skill: The Cataclysm, 1929-1933 Topic: a.Some blacks were financially ruined through their attempts to help their community and Answer : other blacks.

6. 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.

Conceptual Page-Reference: 429 Skill: The Cataclysm, 1929-1933 Topic: b.Some black businesses were able to succeed even with the difficulties of the Great Answer : Depression.

7. How were elite blacks affected by the Depression? Give examples. How was their situation similar to or different from poor blacks?

Conceptual Page-Reference: 428-429 Skill: The Cataclysm, 1929-1933 Topic: 8. 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 only help the wealthy and big businesses. 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.

Factual Page-Reference: 429 Skill: The Cataclysm, 1929-1933 Topic: c.He strongly believed that individuals or charities, not the government, should help alleviate Answer : poverty.

9. 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 Factual Page-Reference: 431 Skill: Black Protest during the Topic: Great Depression c.not putting enough emphasis on economic development for blacks Answer : 10. How was the NAACP being criticized by its own members during the 1930s? What results occurred because of this criticism?

Conceptual Page-Reference: 431 Skill: Black Protest during the Topic: Great Depression

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11. 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.

Factual Page-Reference: 432 Skill: Black Protest during the Topic: Great Depression b.The inequalities were very obvious; almost no graduate facilities existed for blacks in the Answer : South.

12. What did the NAACP's fight over the Terrell law demonstrate? a.

Racism was so entrenched in Texas that public schools could be completely shut down rather than accept black children. b.

Lynching could be legalized in several southern states. c.

Local and community involvement in NAACP activities was very important. d.

Whites would refuse to accept limits on the KKK's activities.

Conceptual Page-Reference: 433 Skill: Black Protest during the Topic: Great Depression c.Local and community involvement in NAACP activities was very important.

Answer : 13. 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, in order that blacks would have fewer 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, therefore, blacks had no financial base to campaign for offices.

Factual Page-Reference: 433 Skill: Black Protest during the Topic: Great Depression c.Texas was so heavily Democratic that the only really contested election was the primary Answer : race.

14. What was the Terrell law? What effect did it have on blacks? Why was Smith v. Allwright such a big victory for the NAACP? Conceptual Page-Reference: 433 Skill: Black Protest during the Topic: Great Depression 15. What was the focus of the legal team of the NAACP? Why did they focus on these issues? What results did they get?

Conceptual Page-Reference: 433-434 Skill: Black Protest during the Topic: Great Depression

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16. 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.

Factual Page-Reference: 434 Skill: Black Protest during the Topic: Great Depression a.She was the first black woman admitted to practice law in Maryland and through her legal Answer : cases helped destroy segregation.

17. 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 Factual Page-Reference: 435 Skill: Black Protest during the Topic: Great Depression b.to help increase black economic opportunity through directing black women's purchasing Answer : power 18. How was Roosevelt able to get elected in 1932 and 1936? What groups voted for him?

Factual Page-Reference: 435 Skill: African Americans and the Topic: New Deal 19. 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.

Factual Page-Reference: 435 Skill: African Americans and the Topic: New Deal b.Blacks began to shift to the Democratic Party.

Answer : 20. 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.

Conceptual Page-Reference: 436 Skill: African Americans and the Topic: New Deal c.He proved very flexible and willing to experiment with new changes and ideas.

Answer :

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21. How was the Agricultural Adjustment Act (AAA) 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.

Factual Page-Reference: 436 Skill: African Americans and the Topic: New Deal c.White landlords sometimes evicted tenants from their land during the Great Depression.

Answer : 22. 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.

Factual Page-Reference: 436 Skill: African Americans and the Topic: New Deal b.It poured huge amounts of money into the area in which many were employed.

Answer : 23. What was a problem with the Civilian Conservation Corps (CCC)? 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. Factual Page-Reference: 436 Skill: African Americans and the Topic: New Deal b.It employed few blacks in segregated camps.

Answer : 24. Discuss some of the New Deal programs. How did they have an uneven effect across race lines?

Conceptual Page-Reference: 435-436 Skill: African Americans and the Topic: New Deal 25. 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 Factual Page-Reference: 437 Skill: African Americans and the Topic: New Deal c.Eleanor Roosevelt Answer : 26. Who was the biggest supporter of black rights in the Roosevelt administration? What did this person do to demonstrate support?

Factual Page-Reference: 437 Skill: African Americans and the Topic: New Deal

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27. 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.

Factual Page-Reference: 438 Skill: The Rise of Black Social Topic: Scientists d.They pressured the president and other governmental agencies to create color-blind Answer : policies.

28. 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.

Factual Page-Reference: 438 Skill: The Rise of Black Social Topic: Scientists b.Many intellectuals thought that they might improve race relations.

Answer : 29. Other than through government programs, how did blacks gain during the New Deal?

Factual Page-Reference: 438-439 Skill: The Rise of Black Social Topic: Scientists 30. 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 because it benefited blacks. d.

Franklin Roosevelt changed his mind and decided to stop reforming the United States.

Factual Page-Reference: 438 Skill: The Rise of Black Social Topic: Scientists a.The Supreme Court declared much of it unconstitutional.

Answer : 31. 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 because 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.

Conceptual Page-Reference: 439 Skill: The Rise of Black Social Topic: Scientists a.Black voters outside the South shifted in significant numbers to the Democratic Party.

Answer : 32. Who was the first black Democrat to ever win a House of Representatives seat? __________ Factual Page-Reference: 439 Skill: The Rise of Black Social Topic: Scientists a.Arthur W. Mitchell Answer :

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33. 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.

Factual Page-Reference: 441 Skill: The Rise of Black Social Topic: Scientists a.Blacks felt that Roosevelt had been doing more for them than any other president.

Answer : 34. 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.

Factual Page-Reference: 442 Skill: The Rise of Black Social Topic: Scientists b.Some southern whites were infuriated and actually walked out of the presidential Answer : convention when blacks spoke.

35. What was a problem with the administration of the Works Progress Administration (WPA)? 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.

Factual Page-Reference: 442 Skill: The Rise of Black Social Topic: Scientists d.The WPA was actually administered far more equally than previous programs. It helped Answer : many black families.

36. How did the relationship between African Americans and labor unions change during the 1930s? Why? Discuss gender differences in labor organizing.

Conceptual Page-Reference: 442 Skill: Organized Labor and Black Topic: America 37. 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 because 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.

Factual Page-Reference: 442 Skill: Organized Labor and Black Topic: America c.In the 1930s, more labor unions allowed blacks membership, and some even began Answer : integrated unions.

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38. 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.

Conceptual Page-Reference: 442 Skill: Organized Labor and Black Topic: America a.He was angry that the AFL refused to incorporate unskilled workers into its ranks.

Answer : 39. How did the Railway Labor Act amendments of 1934 affect the Brotherhood of Sleeping Car Porters? a.

It completely destroyed the union because 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 because 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.

Factual Page-Reference: 443 Skill: Organized Labor and Black Topic: America b.Its provisions eventually forced the Pullman Company to recognize the union and bargain Answer : with it in good faith.

40. What industry saw substantial union organizing among black women? a. tobacco b. iron works c. cotton farming d. domestic workers Factual Page-Reference: 443 Skill: Organized Labor and Black Topic: America a.tobacco Answer : 41. 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.

Factual Page-Reference: 443 Skill: Organized Labor and Black Topic: America b.They were allocated strictly by race and gender. This left black women with the most Answer : difficult and tedious jobs.

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42. 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.

Factual Page-Reference: 443 Skill: The Communist Party and Topic: African Americans c.The Communist Party worked to reduce unemployment and worked against racism.

Answer : 43. 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 Factual Page-Reference: 443 Skill: The Communist Party and Topic: African Americans b.two young white women who falsely accused nine young black men of rape on a train Answer : 44. 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 Factual Page-Reference: 443-444 Skill: The Communist Party and Topic: African Americans b.the Communist Party Answer : 45. Discuss the Scottsboro case. Who led their defense? Why? What was the result of the case?

Factual Page-Reference: 443-446 Skill: The Communist Party and Topic: African Americans 46. 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 Factual Page-Reference: 446-447 Skill: The Communist Party and Topic: African Americans c.the Communist Party Answer :

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47. What was the Tuskegee experiment? a. a group of communists that attempted to take over the political affairs of the city b. a federal government-sponsored 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 Factual Page-Reference: 447 Skill: Misuses of Medical Science: Topic: The Tuskegee Study b.a federal government-sponsored health study that monitored, but did not treat, black men Answer : with syphilis 48. What was the Tuskegee experiment? What does it tell you about attitudes toward blacks and by blacks toward each other at the time?

Conceptual Page-Reference: 447 Skill: Misuses of Medical Science: Topic: The Tuskegee Study

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Chapter 19: Meanings of Freedom: Culture and Society in the 1930s, 1940s, and 1950s Chapter 19 Identifications 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?

Skill: Factual and Conceptual 1. Chicago Renaissance Chapter 19 Objective/Analytical Questions 1. What did the development of black culture during the 1930s and 1940s help African Americans counter? __________ Factual Page-Reference: 454 Skill: Black Culture in a Topic: Midwestern City a.white racism Answer : 2. Which of the following was not a difficulty for African Americans wanting to study classical music in St. Louis? a.

No black institutions for classical study existed in the city. 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.

Factual Page-Reference: 454 Skill: Black Culture in a Topic: Midwestern City a.No black institutions for classical study existed in the city.

Answer : 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.

Factual Page-Reference: 455 Skill: The Black Culture Industry Topic: and American Racism c.They often had to depend on whites for the financial backing to publish their work.

Answer : 4. What factors made publishing music difficult for blacks in the 1930s and 1940s?

Factual Page-Reference: 455 Skill: The Music Culture from Topic: Swing to Bebop Answer :

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5. What effect did the Great Depression have on black music? a.

It forced black Americans to begin to record only upbeat, cheery tunes because those were the only ones the public wanted to purchase. b.

It actually increased record sales because 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.

Conceptual Page-Reference: 455 Skill: The Music Culture from Topic: Swing to Bebop c.It greatly reduced record sales, which had flourished in the 1920s.

Answer : 6. Where was the center of the black music world in the 1930s and 1940s? __________ Factual Page-Reference: 455-456 Skill: The Music Culture from Topic: Swing to Bebop a.New York City Answer : 7. How did big band swing music originate? a.

Using black gospel music as a base, whites then added complicated, individualized rhythms and more instruments to create big band swing. b.

White bandleaders orchestrated innovative black music in originating the big band sound. 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.

Factual Page-Reference: 455-456 Skill: The Music Culture from Topic: Swing to Bebop b.White bandleaders orchestrated innovative black music in originating the big band sound.

Answer : 8. 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?

Conceptual Page-Reference: 455-456 Skill: The Music Culture from Topic: Swing to Bebop 9. Who was Charlie Parker and what can we tell about black people from his story?

Conceptual Page-Reference: 456 Skill: The Music Culture from Topic: Swing to Bebop 10. 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.

Conceptual Page-Reference: 457 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies c.They provided at least a small relief from troubles of poverty and hunger.

Answer :

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11. In comic strips, blacks occasionally made fun of themselves. How is this different from racism or whites making fun of blacks?

Conceptual Page-Reference: 457 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies 12. How did technology change musical recording for blacks in the 1920s and 1930s?

Conceptual Page-Reference: 457 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies 13. What roles or jobs did African Americans generally have in radio? a.

Blacks were often staff musicians because 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.

Factual Page-Reference: 458 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies a.Blacks were often staff musicians because they were heard and not seen.

Answer : 14. What was true about the radio program Amos 'n' Andy? a.

It was a generally positive, nonstereotypical 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.

Factual Page-Reference: 458 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies c.It featured white actors performing the part of blacks.

Answer : 15. 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.

Factual Page-Reference: 458 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies d.Many urban educated blacks resented the stereotypical view of blacks presented by the Answer : show. Some attempted to get it banned from the radio.

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16. What lessons did Amos 'n' Andy teach white America? a.

Racism was unacceptable, and blacks were the equals to whites. b.

It was acceptable to laugh at black people's efforts to get by in America. c.

Blacks could be successful in high-level positions in society. d.

Blacks could only be stereotyped as comedians or pranksters.

Factual Page-Reference: 458 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies b.It was acceptable to laugh at black people's efforts to get by in America.

Answer : 17. What was significant about the Chicago radio program Destination Freedom?

Conceptual Page-Reference: 459 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies 18. What roles did blacks generally play in films produced by whites? a.

Generally, they only played slaves in background, nonspeaking 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.

Factual Page-Reference: 459 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies b.They played the role of servant or buffoon, although sometimes they could make Answer : substantial amounts of money and gain fame for such roles.

19. 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 Factual Page-Reference: 459-460 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies c.Gone with the Wind Answer : 20. 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.

Factual Page-Reference: 460 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies c.It portrayed blacks in a positive, favorable light, rather than simply portraying them as Answer : servants.

184 .

21. 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.

Conceptual Page-Reference: 460 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies b.He produced movies for and about blacks and often focused on race within black culture.

Answer : 22. 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.

Factual Page-Reference: 460 Skill: Popular Culture for the Topic: Masses: Comic Strips, Radio, and Movies b.They made no attempt to include them in Hollywood's power structure, continuing to Answer : marginalize them.

23. 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 Factual Page-Reference: 461 Skill: The Black Chicago Topic: Renaissance b.Chicago Answer : 24. 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.

Conceptual Page-Reference: 461 Skill: The Black Chicago Topic: Renaissance c.Chicago Renaissance writers generally did not feel that their work would solve racial Answer : problems.

185 .

25. Who was not a Chicago Renaissance artist? a.

Richard Wright b.

Arna Bontemps c.

Louis Armstrong d.

Aaron Douglas Page-Reference: 461-463 Skill: The Black Chicago Topic: Renaissance d.Aaron Douglas Answer :

Factual

26. 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 Factual Page-Reference: 461 Skill: The Black Chicago Topic: Renaissance c.working-class blacks Answer : 27. 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?

Conceptual Page-Reference: 461-463 Skill: The Black Chicago Topic: Renaissance 28. 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.

Factual Page-Reference: 457 Skill: The Black Chicago Topic: Renaissance a.Black music became a commodity, and some blacks even became disk jockeys on radio.

Answer : 29. In what area of Chicago was jazz focused? a.

Harlem b. the North Side c. the stockyard neighborhoods d. the South Side Page-Reference: 463 Skill: The Black Chicago Topic: Renaissance d.the South Side Answer :

Factual

30. How was gospel music different from earlier spiritual black music? a.

It was very similar and basically copied earlier styles. b.

It was never sung in churches because 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.

Conceptual Page-Reference: 463 Skill: The Black Chicago Topic: Renaissance c.It used instruments, including drums, guitars, and horns.

Answer :

186 .

31. 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 book of fiction 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.

Factual Page-Reference: 464 Skill: The Black Chicago Topic: Renaissance a.She was a famous gospel singer, based in Chicago.

Answer : 32. 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.

Conceptual Page-Reference: 464 Skill: The Black Chicago Topic: Renaissance a.She was an anthropologist and incorporated African ritual dances into her work.

Answer : 33. 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.

Factual Page-Reference: 464 Skill: The Black Chicago Topic: Renaissance b.It was frequently filled with sexual movements and innuendo.

Answer : 34. What is not true about Katharine Dunham? a.

She opened a school for blacks when none had 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.

Factual Page-Reference: 464 Skill: The Black Chicago Topic: Renaissance d.She actually refused to become involved politically, as she felt this would interfere with her Answer : art.

35. Discuss developments in music and dance during the Chicago Renaissance. Who was prominent?

How did these artists protest racism?

Factual Page-Reference: 463-464 Skill: The Black Chicago Topic: Renaissance

187 .

36. 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.

Factual Page-Reference: 466 Skill: Black Visual Art Topic: d.Black art at the time was a part of social realism, which attempted to make a political Answer : statement of some type.

37. 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 Factual Page-Reference: 466 Skill: Black Visual Art Topic: b.the strength of the black worker and dreams of a racially integrated work force Answer : 38. 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.

Factual Page-Reference: 466 Skill: Black Visual Art Topic: a.They played a critical role, funding black art projects that would not have existed otherwise.

Answer : 39. What was characteristic of black literature during the 1930s and 1940s? a.

Black literature generally consisted of frivolous stories of romance and adventure. b.

Black writers generally addressed issues of black identity, urban life, and discrimination and poverty. c.

Black writers 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.

Factual Page-Reference: 468 Skill: Black Literature Topic: b.Black writers generally addressed issues of black identity, urban life, and discrimination and Answer : poverty.

40. 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.

Factual Page-Reference: 468-469 Skill: Black Literature Topic: b.It was a story about how discrimination and the difficulties of black life could lead some Answer : blacks to murder and violence.

188 .

41. 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.

Factual Page-Reference: 469 Skill: Black Literature Topic: c.Baldwin disagreed with Wright's portrayal of blacks as helpless victims of racism and Answer : discrimination.

42. What problems did James Baldwin have with Richard Wright's views and work? What does this tell us about African Americans' views of literature?

Conceptual Page-Reference: 469 Skill: Black Literature Topic: 43. 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.

Factual Page-Reference: 469-470 Skill: Black Literature Topic: b.It was about a young black man who migrates to New York, and it focuses on his Answer : interactions with other blacks and with whites at the time.

44. 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?

Conceptual Page-Reference: 469-470 Skill: Black Literature Topic: 45. In what sport did Jesse Owens excel during the 1930s? a. boxing b. track events c. horse racing d. tennis Page-Reference: 470-471 Skill: African Americans in Sports Topic: b.track events Answer : 46. In what sport did Joe Louis excel during the 1930s? a. boxing b. track events c. horse racing d. tennis Page-Reference: 471 Skill: African Americans in Sports Topic: a.boxing Answer :

189 .

Factual

Factual

47. Who broke the color barrier in baseball in 1947? a.

Satchel Paige b.

Jackie Robinson c.

Rube Foster d.

Sammy Sosa Page-Reference: 471 Skill: African Americans in Sports Topic: b.Jackie Robinson Answer :

Factual

48. 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.

Factual Page-Reference: 471 Skill: African Americans in Sports Topic: c.They were hoping to improve their chances at a pennant race.

Answer : 49. 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.

Factual Page-Reference: 472 Skill: Black Religious Culture Topic: b.Music was a constant feature of both, with one form frequently transported into other areas.

Answer : 50. What was not a belief of the Nation of Islam? a.

Whites and blacks should integrate and work together because 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.

Factual Page-Reference: 472 Skill: Black Religious Culture Topic: a.Whites and blacks should integrate and work together because they were both equal in Answer : God's eyes.

51. Who was the leader of the Peace Mission Movement? __________ Factual Page-Reference: 473 Skill: Black Religious Culture Topic: a.Father Divine Answer : 52. 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.

Father Divine's followers should avoid eating pork.

Factual Page-Reference: 473 Skill: Black Religious Culture Topic: c.Followers should be honest, hardworking, and sober to achieve recognition under God. Answer :

190 .

53. What did the Nation of Islam and the Peace Mission Movement have in common? a.

They were both "black supremacist" religions; each 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.

Conceptual Page-Reference: 473 Skill: Black Religious Culture Topic: b.They were both religions that emerged to deal with the problems and aspirations of blacks Answer : in urban areas during the Depression.

191 .

Chapter 20: The World War II Era and the Seeds of a Revolution Chapter 20 Identifications 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?

Skill: Factual and Conceptual 1. Executive Order 8802 2. 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?

Tuskegee Airmen 3. Executive Order 9981 Chapter 20 Objective/Analytical Questions 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 Factual Page-Reference: 480 Skill: On the Eve of War, 1936Topic: 1941 a.Germany and Italy Answer : 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. anticommunism, although Hitler refused to persecute them for fear of Soviet reprisals d. primarily a desire to eliminate liberals from politics Factual Page-Reference: 480 Skill: On the Eve of War, 1936Topic: 1941 b.racism, focusing on blaming Jews for all of Germany's problems Answer : 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.

Factual Page-Reference: 481 Skill: On the Eve of War, 1936Topic: 1941 a.They were trying to assert control over Asia and force the United States out.

Answer :

192 .

4. Why did the United States delay getting 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.

Factual Page-Reference: 481 Skill: On the Eve of War, 1936Topic: 1941 b.Congress, with most of the American population, was isolationist, and thought that we Answer : should not have been involved in World War I. 5. 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.

Factual Page-Reference: 481 Skill: On the Eve of War, 1936Topic: 1941 d.It did not—most employers and unions refused to allow blacks to work in wartime Answer : industries.

6. 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.

Conceptual Page-Reference: 481 Skill: On the Eve of War, 1936Topic: 1941 b.Stop discrimination against blacks in wartime industries and the military.

Answer : 7. What did Executive Order 8802 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 Factual Page-Reference: 483 Skill: On the Eve of War, 1936Topic: 1941 c.technically ended discrimination by race in defense industry employment Answer :

193 .

8. What was the effect of Executive Order 8802? 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.

Conceptual Page-Reference: 483 Skill: On the Eve of War, 1936Topic: 1941 b.White resistance and a failure to include union activity and the military greatly limited the Answer : order's effectiveness.

9. 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.

They should be able to serve in officer positions, if tested adequately beforehand.

Factual Page-Reference: 484 Skill: Race and the U.S. Armed Topic: Forces d.They should be able to serve in officer positions, if tested adequately beforehand.

Answer : 10. What were the typical attitudes of whites toward blacks in the military leading up to World War II? What did these attitudes ignore?

Conceptual Page-Reference: 484 Skill: Race and the U.S. Armed Topic: Forces 11. 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 noncombat 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.

Factual Page-Reference: 484 Skill: Race and the U.S. Armed Topic: Forces b.African Americans would be kept segregated and serve mainly in noncombat units.

Answer : 12. 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.

Miller's action showed that the 1925 American War College study was correct.

Conceptual Page-Reference: 484 Skill: Race and the U.S. Armed Topic: Forces c.Miller was awarded the Navy Cross for his heroism, but was immediately returned to mess Answer : duty.

194 .

13. 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.

Factual Page-Reference: 484 Skill: Race and the U.S. Armed Topic: Forces c.Germans, like other non-black ethnic groups, faced no discrimination within American Answer : society during the war.

14. 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 because they were thought to be cowards and lazy.

Factual Page-Reference: 484 Skill: Race and the U.S. Armed Topic: Forces a.They were often a part of the transportation corps, delivering supplies to soldiers at the Answer : front lines.

15. What did Mabel K. Staupers fight against during the war? a.

Because she wanted black women to be able to enter the military and fight in combat roles: she fought against this ban. b.

Staupers fought against the discrimination against blacks in combat roles. c.

She fought against quotas for black nurses in the U.S. Army Nurse Corps. d.

She fought against the lynching of black soldiers.

Factual Page-Reference: 486 Skill: Race and the U.S. Armed Topic: Forces c.She fought against quotas for black nurses in the U.S. Army Nurse Corps.

Answer : 16. What was the result of Mabel K. Stauper's efforts on behalf of 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.

Conceptual Page-Reference: 486 Skill: Race and the U.S. Armed Topic: Forces b.The War Department ended quotas and exclusion of black nurses shortly before the end of Answer : the war.

17. Who is Mabel K. Staupers and what does her life tell us about African Americans at the time?

Conceptual Page-Reference: 486 Skill: Race and the U.S. Armed Topic: Forces

195 .

18. How were blacks, both inside and outside the military, struggling against discrimination in the military in World War II? Factual Page-Reference: 485-486 Skill: Race and the U.S. Armed Topic: Forces 19. How and why did policies toward blacks in the military begin to change during World War II? Conceptual Page-Reference: 487 Skill: Race and the U.S. Armed Topic: Forces 20. 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.

Factual Page-Reference: 488 Skill: Race and the U.S. Armed Topic: Forces a.Other bomber groups were very supportive, often requesting the group to fly with them.

Answer : 21. Which type of plane was not usually flown by the Tuskegee Airmen? a.

B-52s b.

P-40s c.

P-39s d.

P-51s Factual Page-Reference: 488 Skill: Race and the U.S. Armed Topic: Forces a.B-52s Answer : 22. 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.

Factual Page-Reference: 489 Skill: Black People on the Home Topic: Front b.Pressure from the government, and the promise of high wages, drew many blacks into Answer : industrial positions that were previously only occupied by whites.

23. 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 because 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.

Factual Page-Reference: 490 Skill: Black People on the Home Topic: Front c.Many women were able to move from domestic service jobs to industrial work.

Answer :

196 .

24. 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 Factual Page-Reference: 491 Skill: Black People on the Home Topic: Front d.the ineffectiveness of the FEPC during the early part of World War II Answer : 25. 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 Conceptual Page-Reference: 491 Skill: Black People on the Home Topic: Front a.resistance by whites, especially in the South, to desegregation Answer : 26. 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 Factual Page-Reference: 491 Skill: Black People on the Home Topic: Front d.anger over a dramatic rise in the price of food by white-owned businesses Answer : 27. How did whites such as 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.

Factual Page-Reference: 492 Skill: Black People on the Home Topic: Front b.They thought blacks had been too aggressive in pushing for rights, and that they were Answer : probably under communist influence.

197 .

28. 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.

Factual Page-Reference: 492 Skill: Black People on the Home Topic: Front a.They saw it as the result of ongoing, long-standing white supremacist tactics in Detroit.

Answer : 29. 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."

Factual Page-Reference: 492-493 Skill: Black People on the Home Topic: Front c.The NAACP grew tremendously in membership and influence, even in the South.

Answer : 30. 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.

Conceptual Page-Reference: 492 Skill: Black People on the Home Topic: Front c.It was an interracial group that challenged the racist system in the South.

Answer : 31. 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 Factual Page-Reference: 494 Skill: The Cold War and Topic: International Politics b.an ideological conflict between the United States and the Soviet Union over different Answer : interests for Europe and the rest of the world

198 .

32. 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.

Conceptual Page-Reference: 494 Skill: The Cold War and Topic: International Politics a.It made racism and segregation less acceptable as the United States struggled for control Answer : and influence among African and Asian nations.

33. What were the origins of the Cold War? How did it affect American society?

Conceptual Page-Reference: 494 Skill: The Cold War and Topic: International Politics 34. 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.

Conceptual Page-Reference: 494 Skill: The Cold War and Topic: International Politics c.African nations should be free from colonial control.

Answer : 35. 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 Factual Page-Reference: 494 Skill: The Cold War and Topic: International Politics b.toward winning independence for African nations and abolishing colonialism Answer : 36. 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 because the war was not actually fought in the United States. c.

It caused blacks to gain favor with government leaders because 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.

Conceptual Page-Reference: 494-495 Skill: The Cold War and Topic: International Politics a.The tension with the Soviet Union ushered in a period of repression and hysteria against Answer : anyone suspected of being communist, or supporting communist views.

199 .

37. What statement did Paul Robeson make that particularly infuriated anticommunists 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.

Factual Page-Reference: 495 Skill: The Cold War and Topic: International Politics c.Robeson could not understand why blacks should go to war for a country that denied them Answer : their civil rights.

38. How did the U.S. 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.

Factual Page-Reference: 495 Skill: The Cold War and Topic: International Politics b.They revoked his passport and refused to allow him to travel abroad.

Answer : 39. 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 in order to keep their votes. b.

Because 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 because he had no support.

Factual Page-Reference: 495 Skill: The Cold War and Topic: International Politics a.Wallace caused Truman to adopt more policies favoring African Americans in order to keep Answer : their votes.

40. How did the 1948 election illustrate the growing power of African Americans? What happened during the campaign?

Conceptual Page-Reference: 495-497 Skill: The Cold War and Topic: International Politics 41. What did Executive Order 9981 do? a.

It forbade discrimination by race in defense industries. b.

It forbade discrimination by gender in the armed forces. c.

It officially desegregated the armed forces. d.

It forbade discrimination by race or gender in defense industries.

Factual Page-Reference: 497 Skill: The Cold War and Topic: International Politics c.It officially desegregated the armed forces.

Answer :

200 .

42. 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 Factual Page-Reference: 497 Skill: The Cold War and Topic: International Politics b.the Korean War Answer :

201 .

Chapter 21: The Freedom Movement Chapter 21 Identifications 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?

Skill: Factual and Conceptual 1. Montgomery Bus Boycott 2. Southern Christian Leadership Conference 3. Student Nonviolent Coordinating Committee 4. Freedom Rides 5. Civil Rights Act of 1964 6. Mississippi Freedom Democratic Party Chapter 21 Objective/Analytical Questions 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 Conceptual Page-Reference: 504 Skill: The 1950s: Prosperity and Topic: Prejudice b.as a time of stable families, great prosperity, and few troubles Answer : 2. 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 Factual Page-Reference: 508 Skill: The Road to Brown Topic: b.Fourteenth Amendment Answer : 3. 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.

Factual Page-Reference: 505 Skill: The Road to Brown Topic: c.Sipuel v. Oklahoma State Board of Regents Answer :

202 .

4. 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.

Factual Page-Reference: 505 Skill: The Road to Brown Topic: b.Equality in educational facilities included a lot of intangibles. The justices were basically Answer : saying that Sweatt had to be admitted to the main law school, not simply give space for him in the basement of the university.

5. Why did the NAACP go after discrimination and inequality in graduate education first? Why were there so many cases involving law schools?

Conceptual Page-Reference: 504-505 Skill: The Road to Brown Topic: 6. What types of problems did NAACP lawyers face?

Page-Reference: 505 Skill: The Road to Brown Topic:

Factual

7. 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.

Conceptual Page-Reference: 507 Skill: The Road to Brown Topic: b.It was the first case to involve elementary-school education, rather than graduate-school Answer : education.

8. 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.

Factual Page-Reference: 508 Skill: The Road to Brown Topic: a.The court declared that separate educations for blacks and whites were not equal, Answer : therefore overturning the Plessy case.

9. 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.

Conceptual Page-Reference: 506-508 Skill: The Road to Brown Topic:

203 .

10. What did the Brown II decision say? a.

Schools should desegregate "with all deliberate speed." b.

The Brown decision should be ignored because 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.

Factual Page-Reference: 508 Skill: Brown II Topic: a.Schools should desegregate "with all deliberate speed."

Answer : 11. 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.

Factual Page-Reference: 508 Skill: Brown II Topic: c.He did not seem to accept the ruling completely, refusing to provide it with the backing of Answer : his office.

12. What is true about school desegregation under Brown by 1960? a.

About 75 percent 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.

Factual Page-Reference: 508-509 Skill: Brown II Topic: b.Only 17 school systems had been desegregated.

Answer : 13. 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.

Factual Page-Reference: 509 Skill: Brown II Topic: a.It was a breach of social etiquette—the boy called a white woman "Baby."

Answer : 14. 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.

Conceptual Page-Reference: 509 Skill: Brown II Topic: d.It infuriated many of them and caused them to fight it ever happening again.

Answer : 15. What were the causes of the Emmett Till lynching? What effect did it have?

Conceptual Page-Reference: 509 Skill: Brown II Topic:

204 .

16. 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. Factual Page-Reference: 510 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott b.The bus boycott was a result of years of activism and organization.

Answer : 17. 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 Factual Page-Reference: 510 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott d.Women's Political Council Answer : 18. Why did the NAACP decide not 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.

Conceptual Page-Reference: 511 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott b.Colvin was not considered "suitable"—she was 15, unmarried, and pregnant.

Answer : 19. Why was Claudette Colvin not used as a test case? What does this tell you about blacks in Montgomery?

Conceptual Page-Reference: 511 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott 20. 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.

Factual Page-Reference: 511 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott b.the arrest of Rosa Parks, a local seamstress and civil rights activist Answer :

205 .

21. 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 Factual Page-Reference: 511 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott a.for refusing to move from her seat for a white man Answer : 22. 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 Factual Page-Reference: 511 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott a.one day Answer : 23. 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 Factual Page-Reference: 511 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott c.Martin Luther King Jr. Answer : 24. Who is Rosa Parks and what does her life tell us about African Americans at the time?

Conceptual Page-Reference: 511 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott Answer : 25. 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?

Factual Page-Reference: 512 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott 26. What Montgomery group 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.

Factual Page-Reference: 512 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott b.The women of the city, who funded and organized the boycott, were pivotal.

Answer :

206 .

27. 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 percent. 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.

Factual Page-Reference: 512 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott b.It had a dramatic effect—it reduced their business by 65 percent.

Answer : 28. How did people outside the city of Montgomery assist with the boycott?

Factual Page-Reference: 512-514 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott 29. Because he was perceived as a communist, who did the FBI stop warning after uncovering threats to his life? a.

Bayard Rustin b.

Martin Luther King Jr. c.

W. E. B. Du Bois d.

Marcus Garvey Factual Page-Reference: 514 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott b.Martin Luther King Jr. Answer : 30. 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.

Factual Page-Reference: 515 Skill: New Forms of Protest: The Topic: Montgomery Bus Boycott c.Segregation in public transportation was unconstitutional.

Answer : 31. 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 Factual Page-Reference: 515 Skill: No Easy Road to Freedom: Topic: 1957-1960 c.Southern Christian Leadership Council Answer :

207 .

32. 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 Page-Reference: 515 Skill: No Easy Road to Freedom: Topic: 1957-1960 d.working to spread the ideas of all religions Answer :

Factual

33. 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.

Factual Page-Reference: 515-516 Skill: No Easy Road to Freedom: Topic: 1957-1960 b.The act created a commission to study infringements on black voting.

Answer : 34. Why were blacks disappointed with the Civil Rights Act of 1957? What did it do?

Conceptual Page-Reference: 516 Skill: No Easy Road to Freedom: Topic: 1957-1960 35. 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.

Factual Page-Reference: 516 Skill: No Easy Road to Freedom: Topic: 1957-1960 b.He tried to keep blacks from attending the local high school by posting the National Guard Answer : there, and closing the schools down.

36. How did events at Little Rock in 1957 force Eisenhower into acting on behalf of the black students?

Conceptual Page-Reference: 516 Skill: No Easy Road to Freedom: Topic: 1957-1960 37. 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 Factual Page-Reference: 517 Skill: Black Youth Stand Up by Topic: Sitting Down c.college students Answer :

208 .

38. 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 Factual Page-Reference: 517 Skill: Black Youth Stand Up by Topic: Sitting Down d.the sit-in Answer : 39. 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.

Factual Page-Reference: 517 Skill: Black Youth Stand Up by Topic: Sitting Down c.It sparked a wave of similar activities and great support from the student community.

Answer : 40. 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 Factual Page-Reference: 517 Skill: Black Youth Stand Up by Topic: Sitting Down b.government facilities, which should have been willing to serve all customers Answer : 41. 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.

Factual Page-Reference: 518 Skill: Black Youth Stand Up by Topic: Sitting Down c.They supported them through economic boycotts of offending businesses.

Answer : 42. 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 Page-Reference: 518 Skill: Black Youth Stand Up by Topic: Sitting Down a.Student Nonviolent Coordinating Committee Answer :

209 .

Factual

43. Why did students form the Student Nonviolent Coordinating Committee rather than join the SCLC? a.

They thought that Martin Luther King Jr. 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.

Conceptual Page-Reference: 518 Skill: Black Youth Stand Up by Topic: Sitting Down b.They didn't agree with the type of leadership structure of the SCLC. Answer : 44. What adult proved very influential in the formation of SNCC? a.

Martin Luther King Jr. b.

Ella Baker c.

Bayard Rustin d.

Jackie Robinson Factual Page-Reference: 518 Skill: Black Youth Stand Up by Topic: Sitting Down b.Ella Baker Answer : 45. 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.

Conceptual Page-Reference: 518 Skill: Black Youth Stand Up by Topic: Sitting Down c.They thought the SNCC was too confrontational and disrupted race relations.

Answer : 46. 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 Factual Page-Reference: 518 Skill: Black Youth Stand Up by Topic: Sitting Down a.an interracial attempt by students to ride public transportation through the South Answer : 47. How did whites in Alabama react to the Freedom Riders passing through their state? a.

They paid little attention because 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.

Factual Page-Reference: 518-519 Skill: Black Youth Stand Up by Topic: Sitting Down b.They reacted violently, bombing the buses and beating the riders and bystanders.

Answer :

210 .

48. 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.

Conceptual Page-Reference: 518-519 Skill: Black Youth Stand Up by Topic: Sitting Down b.The remaining students who persevered through Alabama were promptly arrested in Answer : Mississippi.

49. 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 Factual Page-Reference: 519 Skill: A Sight to Be Seen: The Topic: Movement at High Tide b.Richard Nixon Answer : 50. 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.

Factual Page-Reference: 519 Skill: A Sight to Be Seen: The Topic: Movement at High Tide c.He made several important gestures, including helping King get released from prison.

Answer : 51. How did the election of 1960 prove that black voters were gaining influence and power among white politicians?

Conceptual Page-Reference: 519 Skill: A Sight to Be Seen: The Topic: Movement at High Tide 52. 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.

Factual Page-Reference: 520 Skill: A Sight to Be Seen: The Topic: Movement at High Tide c.He required government agencies to stop discrimination in federally supported housing.

Answer :

211 .

53. 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.

Factual Page-Reference: 520 Skill: A Sight to Be Seen: The Topic: Movement at High Tide a.He acted decisively when he felt his authority as president was threatened.

Answer : 54. 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.

Factual Page-Reference: 520 Skill: A Sight to Be Seen: The Topic: Movement at High Tide b.He acted decisively, sending in or federalizing troops to ensure black students were Answer : admitted to universities.

55. 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. for local restaurants to serve blacks as well as whites d. that a local black newspaper be rebuilt after being burned down by racist whites Factual Page-Reference: 521 Skill: The Albany Movement Topic: b.voter registration and total desegregation of the town Answer : 56. 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.

Factual Page-Reference: 521 Skill: The Albany Movement Topic: c.He quickly found more space in surrounding jails, making the tactic useless.

Answer : 57. 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, such as 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.

Conceptual Page-Reference: 521 Skill: The Albany Movement Topic: d.It was a complete failure—although the city initially agreed to compromises, they quickly Answer : refused to implement any changes.

58. Discuss the Albany Movement. What were the results of this action, and why?

Conceptual Page-Reference: 521 Skill: The Albany Movement Topic: 212 .

59. What problems were facing the civil rights movement in 1963? What did King choose to do?

Factual Page-Reference: 521-522 Skill: The Birmingham Topic: Confrontation 60. 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.

He revealed he was converting from Christianity to the Muslim faith.

Factual Page-Reference: 523 Skill: The Birmingham Topic: Confrontation a.He justified the use of direct action as a way to force change to unjust laws.

Answer : 61. 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.

Factual Page-Reference: 523 Skill: The Birmingham Topic: Confrontation b.They decided to use children in the protest marches.

Answer : 62. Who was responsible for the murder of civil rights activist Medgar Evers? __________ Factual Page-Reference: 524 Skill: The Birmingham Topic: Confrontation a.Byron de la Beckwith Answer : 63. 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 Conceptual Page-Reference: 524 Skill: A Hard Victory Topic: d.Kennedy's assassination and the bombing of the 16th Street Baptist Church in Birmingham Answer : 64. Describe the March on Washington. Why was it organized? What was the result for supporters and opponents of black rights?

Conceptual Page-Reference: 524-525 Skill: A Hard Victory Topic: 65. Which state was generally seen as the symbolic center of racism and violence in 1964? a.

Mississippi b.

Georgia c.

Florida d.

Tennessee Factual Page-Reference: 526 Skill: A Hard Victory Topic: a.Mississippi Answer :

213 .

66. Which of the following groups was not a member of COFO? a.

SNCC b.

SRC c.

SCLC d.

NAACP Factual Page-Reference: 526 Skill: A Hard Victory Topic: b.SRC Answer : 67. What was the "Freedom Summer"? a. an attempt by students to ride integrated buses through the South b. an attempt by Martin Luther King Jr. 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 Factual Page-Reference: 526 Skill: A Hard Victory Topic: c.an SNCC project designed to bring voting rights to people in Mississippi Answer : 68. 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.

Conceptual Page-Reference: 526 Skill: A Hard Victory Topic: b.They thought the white students would give the project more media attention.

Answer : 69. During the march from Selma to Montgomery in 1965, what happened to civil rights protesters as they attempted to cross the Edmund Pettus Bridge? 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.

Factual Page-Reference: 528 Skill: A Hard Victory Topic: c.The police tear-gassed and beat the demonstrators, all of which was captured on television.

Answer : 70. 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 Jr. c. the assassination of John F. Kennedy d. the murder of James Reeb, a white minister from Boston, who was visiting Alabama Conceptual Page-Reference: 528 Skill: A Hard Victory Topic: d.the murder of James Reeb, a white minister from Boston, who was visiting Alabama Answer :

214 .

Chapter 22: Black Nationalism, Black Power, Black Arts Chapter 22 Identifications 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?

Skill: Factual and Conceptual 1. Black Power 2. black manifesto 3. COINTELPRO 4. Community Action Programs 5. Project 100,000 6. Poor People's Campaign Chapter 22 Objective/Analytical Questions 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 because 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.

Factual Page-Reference: 536 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism c.It passed a state constitutional amendment repealing all legislation banning discrimination Answer : in housing.

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.

Factual Page-Reference: 536 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism a.Wallace did surprisingly well in several states outside the South.

Answer :

215 .

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 Factual Page-Reference: 536 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism d.the Lowndes County Freedom Organization Answer : 4. How did the goals and tactics of the civil rights movement change during the late 1960s?

Conceptual Page-Reference: 536-540 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism 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 Factual Page-Reference: 537 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism c.Nation of Islam Answer : 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 Jr. to affect change.

Factual Page-Reference: 537-538 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism d.He hoped to work with the NAACP and Martin Luther King Jr. to affect change.

Answer : 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.

Factual Page-Reference: 538 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism b.He renounced his former view that all whites were evil and began speaking about Answer : connections between systems in Africa and the United States.

8. Why did Malcolm X develop the types of views he had regarding the improvement of blacks' position in society? Who did he inspire?

Conceptual Page-Reference: 537-538 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism

216 .

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.

Factual Page-Reference: 538 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism a.He expelled all white members.

Answer : 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 Factual Page-Reference: 538 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism b.positive self-identity, racial pride, and independent economic and political power Answer : 11. How did Stokely Carmichael change SNCC? Why? What was the result of the change?

Conceptual Page-Reference: 538 Skill: The Fading Dream of Racial Topic: Integration: Black Nationalism 12. Why did the Black Panthers alarm white Americans? a.

The Black Panthers advocated self-defense and frequently patrolled black neighborhoods with guns to protect themselves. b.

The Panthers 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.

Factual Page-Reference: 540 Skill: The Black Panther Party Topic: a.The Black Panthers advocated self-defense and frequently patrolled black neighborhoods Answer : with guns to protect themselves.

13. 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 Factual Page-Reference: 540 Skill: The Black Panther Party Topic: d.efforts to work with police to establish better relations with communities Answer :

217 .

14. 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 Factual Page-Reference: 543 Skill: The Black Panther Party Topic: c.George Jackson's death—he was shot and killed by prison guards after being accused of Answer : murdering a guard 15. 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.

Factual Page-Reference: 544 Skill: The Inner-City Rebellions Topic: a.Economically, most blacks were far worse off than white Americans.

Answer : 16. What was a primary complaint among many black communities that had experienced 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.

Factual Page-Reference: 544-545 Skill: The Inner-City Rebellions Topic: b.charges of police brutality or unfair, discriminatory practices Answer : 17. 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.

Conceptual Page-Reference: 544 Skill: The Inner-City Rebellions Topic: c.The city had the highest unemployment rate for black men in the United States.

Answer : 18. 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.

Conceptual Page-Reference: 545 Skill: The Inner-City Rebellions Topic: c.Detroit seemed a model city for race relations, especially with the importance of Motown.

Answer :

218 .

19. 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.

Factual Page-Reference: 545 Skill: The Inner-City Rebellions Topic: b.He established a commission to investigate the conflicts and come up with solutions.

Answer : 20. On what did the Kerner Commission blame the riots? a. unfair drafting practices of the U.S. 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 Factual Page-Reference: 545 Skill: The Inner-City Rebellions Topic: d.white racism and the unequal treatment of blacks Answer : 21. 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?

Conceptual Page-Reference: 545 Skill: The Inner-City Rebellions Topic: 22. 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 Page-Reference: 546 Skill: Difficulties in Creating the Topic: Great Society c.Social Security Act Answer :

Factual

23. 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.

Conceptual Page-Reference: 546 Skill: Difficulties in Creating the Topic: Great Society a.They didn't want certain people—especially poor, previously disfranchised people—voting.

Answer : 24. What led to the downfall of the Great Society programs? a.

Lyndon Johnson's increased spending on the Vietnam War. b.

Johnson lost interest in the Great Society. c.

Richard Nixon was elected. d.

The Black Power movement produced violence.

Factual Page-Reference: 546 Skill: Difficulties in Creating the Topic: Great Society a.Lyndon Johnson's increased spending on the Vietnam War. Answer :

219 .

25. What was the Great Society? What happened to it? How did it affect blacks?

Conceptual Page-Reference: 547 Skill: Difficulties in Creating the Topic: Great Society 26. 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 Factual Page-Reference: 546 Skill: Johnson and the War in Topic: Vietnam b.Ho Chi Minh Answer : 27. 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 Factual Page-Reference: 546 Skill: Johnson and the War in Topic: Vietnam a.as just another white colonial power attempting to keep them from independence Answer : 28. 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 taking office.

Factual Page-Reference: 546 Skill: Johnson and the War in Topic: Vietnam c.He had mixed feelings. He didn't want to lose the war to the communists, but he knew it Answer : would hurt his Great Society programs.

29. 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.

Factual Page-Reference: 546-547 Skill: Johnson and the War in Topic: Vietnam c.Blacks served in increasing percentages and were sent out for combat frequently.

Answer :

220 .

30. 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 Factual Page-Reference: 547 Skill: Johnson and the War in Topic: Vietnam a.a program designed to increase the number of draftees for the Vietnam War by lowering Answer : standards and requirements 31. 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.

Conceptual Page-Reference: 547 Skill: Johnson: Vietnam Destroys Topic: the Great Society d.He decided to step up military maneuvers in Vietnam.

Answer : 32. How did the war in Vietnam frustrate Johnson and his War on Poverty?

Factual Page-Reference: 547-548 Skill: Johnson: Vietnam Destroys Topic: the Great Society 33. 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.

Conceptual Page-Reference: 548 Skill: King: Searching for a New Topic: Strategy a.After working briefly in Chicago, he realized that racial discrimination and economics were Answer : closely linked—and any attempt to better the situation for blacks would have to involve economic gains.

34. 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 Factual Page-Reference: 549 Skill: King: Searching for a New Topic: Strategy c.a federally guaranteed minimum income for everyone Answer :

221 .

35. 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.

Factual Page-Reference: 549 Skill: King: Searching for a New Topic: Strategy c.He was increasingly critical of the war as well as the idea that blacks should fight for a Answer : country that wouldn't guarantee or protect their civil rights.

36. Who is widely credited with assassinating King? a.

John Hinckley b.

James Earl Ray c.

Ted Bundy d.

Louis Farrakhan Page-Reference: 549 Skill: King: Searching for a New Topic: Strategy b.James Earl Ray Answer :

Factual

37. 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.

Factual Page-Reference: 550 Skill: The Black Arts Movement Topic: and Black Consciousness b.Art should be combined with involvement in politics and community life to help blacks gain Answer : status.

38. For what 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 Factual Page-Reference: 550 Skill: The Black Arts Movement Topic: and Black Consciousness c.for being too male-centered and homophobic Answer : 39. Who was often considered the most popular black writer of the black arts movement? a.

James Baldwin b.

Richard Wright c.

Martin Luther King Jr. d.

LeRoi Jones Factual Page-Reference: 551 Skill: The Black Arts Movement Topic: and Black Consciousness a.James Baldwin Answer :

222 .

40. 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.

Factual Page-Reference: 551 Skill: The Black Arts Movement Topic: and Black Consciousness a.It combined sounds and rhythms of the street, music, and religious sermons.

Answer : 41. 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 Factual Page-Reference: 552 Skill: The Black Arts Movement Topic: and Black Consciousness b.black intellectuals Answer : 42. 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.

Conceptual Page-Reference: 552 Skill: The Black Arts Movement Topic: and Black Consciousness c.The music seemed to challenge Western views of music and had long been a way for Answer : blacks to express their feelings and individuality.

43. Who was the "Godfather of Soul"? a.

Berry Gordy b.

Chuck Berry c.

Miles Davis d.

James Brown Page-Reference: 552 The Black Arts Movement Topic: and Black Consciousness d.James Brown Answer :

Skill:

Factual

44. 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 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.

Conceptual Page-Reference: 552 Skill: The Black Arts Movement Topic: and Black Consciousness b.He contributed to the civil rights movement both through the production of black music and Answer : through financing important ventures.

223 .

45. What role did black arts play at this time? Who were important influences? What does this tell you?

Conceptual Page-Reference: 551-552 Skill: The Black Arts Movement Topic: and Black Consciousness 46. 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 Factual Page-Reference: 553 Skill: The Second Phase of the Topic: Black Student Movement c.the Orangeburg Massacre Answer : 47. 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 Factual Page-Reference: 553 Skill: The Second Phase of the Topic: Black Student Movement b.students at a predominantly black college protesting an all-white bowling facility Answer : 48. 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.

Conceptual Page-Reference: 554 Skill: The Second Phase of the Topic: Black Student Movement c.More blacks entered white colleges and began to demand courses of relevance to their Answer : lives.

49. 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 Factual Page-Reference: 554 Skill: The Second Phase of the Topic: Black Student Movement b.San Francisco State College Answer :

224 .

50. 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.

Factual Page-Reference: 555 Skill: The Election of 1968 Topic: c.He denounced desegregation and civil rights for blacks, and approved of repression of any Answer : demonstrators.

51. 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.

Factual Page-Reference: 556 Skill: The Nixon Presidency Topic: a.In everything he did, Nixon was very conservative, rarely doing anything innovative or new.

Answer : 52. 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 Factual Page-Reference: 556 Skill: The Nixon Presidency Topic: a.the "breakdown" of the black family, with too many families led by single women Answer : 53. What was the "Moynihan Report"? How did it explain problems among blacks? How was it criticized?

What does this criticism tell us?

Conceptual Page-Reference: 556 Skill: The Nixon Presidency Topic: 54. 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.

Factual Page-Reference: 557 Skill: The Nixon Presidency Topic: c.White parents and students rioted against police, with much racial violence continuing.

Answer : 55. What actions did Nixon take with respect to blacks?

Page-Reference: 558 Skill: The Nixon Presidency Topic:

225 .

Factual

56. What effect did the Voting Rights Act have on black voting power outside the South? a.

It had virtually none—blacks there had been voting and getting significant political power for some time. b.

It had a tremendous effect, as blacks tried to vote to demonstrate new political power and voice. c.

It had a marginal effect because it really wasn't enforced. d.

It had no effect because the Voting Rights Act only applied to the South.

Conceptual Page-Reference: 558 Skill: The Rise of Black Elected Topic: Officials b.It had a tremendous effect, as blacks tried to vote to demonstrate new political power and Answer : voice.

57. 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 Factual Page-Reference: 558 Skill: The Rise of Black Elected Topic: Officials c.Carl Stokes of Cleveland Answer : 58. 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 Jr. Conceptual Page-Reference: 559 Skill: The Rise of Black Elected Topic: Officials b.Hatcher won with a very small percentage of white votes, while Stokes won through an Answer : interracial effort.

59. 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.

Factual Page-Reference: 562 Skill: Economic Downturn Topic: a.Blacks were gaining tremendous ground economically during the 1970s.

Answer :

226 .

60. How did blacks view the Carter presidency?

Page-Reference: 562 Skill: Black Americans and the Topic: Carter Presidency

Factual

61. What types of actions did Jimmy Carter take with respect to blacks? What was the overall effect of his presidency for African Americans?

Conceptual Page-Reference: 562 Skill: Black Americans and the Topic: Carter Presidency

227 .

Chapter 23: African Americans at the Millennium Chapter 23 Identifications 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?

Skill: Factual and Conceptual 1. Deindustrialization 2. hip-hop 3. Gangsta rap 4. Afrocentricity Chapter 23 Objective/Analytical Questions 1. 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.

Factual Page-Reference: 571 Skill: Progress and Poverty: Topic: Income, Education, and Health b.Black family income increased dramatically.

Answer : 2. Who is Mark Dean and what does his experience tell us about African Americans?

Conceptual Page-Reference: 571 Skill: Progress and Poverty: Topic: Income, Education, and Health 3. 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 because 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.

Conceptual Page-Reference: 573 Skill: The Persistence of Black Topic: Poverty d.Most African Americans have moved out of poverty in the inner cities.

Answer : 4. How did life change for upper- and middle-class blacks in the late 1980s? What problems did many poor blacks continue to face?

Factual Page-Reference: 572-573 Skill: The Persistence of Black Topic: Poverty

228 .

5. 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?

Conceptual Page-Reference: 573 Skill: The Persistence of Black Topic: Poverty 6. 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.

Factual Page-Reference: 574 Skill: The Persistence of Black Topic: Poverty b.Black women began both recessions with much higher rates of unemployment than other Answer : ethnic groups.

7. 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?

Factual Page-Reference: 575 Skill: The Persistence of Black Topic: Poverty 8. 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 Fourteenth 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.

Factual Page-Reference: 575 Skill: The Persistence of Black Topic: Poverty a.The Supreme Court has argued that school plans to take race into account in an effort to Answer : desegregate violate the Fourteenth Amendment.

9. 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.

Factual Page-Reference: 576 Skill: The Persistence of Black Topic: Poverty c.although many African Americans are healthier, they often distrust the health-care system.

Answer :

229 .

10. 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.

Factual Page-Reference: 577 Skill: The Persistence of Black Topic: Poverty b.Some black men, as a part of the "Down Low" culture, were having unprotected Answer : homosexual sex and spreading the disease to their female partners.

11. 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?

Conceptual Page-Reference: 577 Skill: The Persistence of Black Topic: Poverty 12. 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.

Conceptual Page-Reference: 577 Skill: African Americans at the Topic: Center of Art and Culture d.The 1980s and 1990s included women, especially novelists, to a greater degree.

Answer : 13. 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)?

Conceptual Page-Reference: 577-578 Skill: African Americans at the Topic: Center of Art and Culture 14. 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."

Factual Page-Reference: 579 Skill: African Americans at the Topic: Center of Art and Culture c.He is credited with the technique of scratching and combining records on two turntables to Answer : produce a unique song.

15. What role did rap play within the black community, especially during the Reagan years? What facets of black life did it emphasize?

Conceptual Page-Reference: 579 Skill: African Americans at the Topic: Center of Art and Culture

230 .

16. 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.

Factual Page-Reference: 580 Skill: African Americans at the Topic: Center of Art and Culture b.Its lyrics are often anti-women, violent, and offensive.

Answer : 17. What rap artist emerged to counter the images of women presented by gangsta rap artists? __________ Factual Page-Reference: 580 Skill: African Americans at the Topic: Center of Art and Culture a.Queen Latifah Answer : 18. Supporters of Afrocentricity 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.

Factual Page-Reference: 581 Skill: African Americans at the Topic: Center of Art and Culture d.European civilization came from African origins, especially from Egypt.

Answer : 19. 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 Afrocentricity 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. d.

Generally, schools have refused to adopt the curriculum, except at Temple University.

Conceptual Page-Reference: 582 Skill: African Americans at the Topic: Center of Art and Culture c.Black scholars have generally begun to deny that race is a changing category of identity.

Answer : 20. Briefly discuss the issue of Afrocentricity. What supporting and opposing arguments to this philosophy have blacks advanced? What does this tell us about the black community?

Conceptual Page-Reference: 582 Skill: African Americans at the Topic: Center of Art and Culture 21. Discuss various developments in black culture, the arts, and intellectual leanings during the 1980s and 1990s. Who were some of the major figures?

Factual Page-Reference: 581-582 Skill: African Americans at the Topic: Center of Art and Culture

231 .

22. 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 Factual Page-Reference: 583 Skill: Black Religion at the Dawn of Topic: the Millennium c.churches Answer : 23. For what did Pope John Paul II apologize in 1993? __________ Factual Page-Reference: 583 Skill: Black Religion at the Dawn of Topic: the Millennium a.the Catholic Church's support of slavery Answer : 24. Martin Luther King Jr. said that "Sunday morning is the most segregated hour in America." What accomplishments are changing this slightly?

Conceptual Page-Reference: 583 Skill: Black Religion at the Dawn of Topic: the Millennium 25. How are gender and sexuality affecting black churches? How have different denominations tackled these issues?

Factual Page-Reference: 583-585 Skill: Black Religion at the Dawn of Topic: the Millennium Answer : 26. How is Louis Farrakhan tied to Elijah Muhammad and Malcolm X? Factual Page-Reference: 586 Skill: Louis Farrakhan and the Topic: Nation of Islam 27. 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.

Factual Page-Reference: 586 Skill: Louis Farrakhan and the Topic: Nation of Islam d.He made anti-Semitic comments, stating that he thought Jewish people were at the heart of Answer : black problems in America.

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28. 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.

Factual Page-Reference: 586 Skill: Louis Farrakhan and the Topic: Nation of Islam d.He thought they should help themselves, by using gains they already had, using a rhetoric Answer : very similar to Booker T. Washington's.

29. 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 Factual Page-Reference: 586-587 Skill: Louis Farrakhan and the Topic: Nation of Islam c.the Million Man March Answer : 30. How was the Million Man March criticized? What does this tell us about black religion at the time?

Conceptual Page-Reference: 587 Skill: Louis Farrakhan and the Topic: Nation of Islam 31. 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?

Factual Page-Reference: 586-587 Skill: Louis Farrakhan and the Topic: Nation of Islam 32. 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?

Conceptual Page-Reference: 588 Skill: Complicating Black Identity in Topic: the Twenty-First Century 33. How has the Census changed its questions about race and ethnicity over time? Why have these changes been made?

Conceptual Page-Reference: 588 Skill: Complicating Black Identity in Topic: the Twenty-First Century

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34. What arguments have been made about racial statistics? a.

They should never be used because they are always discriminatory. b.

That without racial statistics, we might not know if we need programs to change discrimination. c.

Racial statistics stop miscegenation. d.

These statistics should only be used at the state level, not the national level.

Factual Page-Reference: 588 Skill: Complicating Black Identity in Topic: the Twenty-First Century b.That without racial statistics, we might not know if we need programs to change Answer : discrimination.

35. 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 Factual Page-Reference: 589 Skill: Complicating Black Identity in Topic: the Twenty-First Century b.Africa and the West Indies Answer : 36. 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.

Factual Page-Reference: 589 Skill: Complicating Black Identity in Topic: the Twenty-First Century a.Women secured passage of a constitutional amendment prohibiting discrimination on the Answer : basis of sex.

37. 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.

Conceptual Page-Reference: 589 Skill: Complicating Black Identity in Topic: the Twenty-First Century c.They became increasingly disillusioned with black male attitudes toward them in the civil Answer : rights, black power, and black civil rights movements.

38. What accomplishments have black feminists made?

Page-Reference: 589 Skill: Complicating Black Identity in Topic: the Twenty-First Century

234 .

Factual

39. Which of the following is true about homosexual African-Americans in the twenty-first 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.

Factual Page-Reference: 591 Skill: Complicating Black Identity in Topic: the Twenty-First Century a.Many African Americans are openly hostile to gays and lesbians, even to the point of being Answer : instrumental in prohibiting gay rights to marry in California.

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Chapter 24: The Triumph of Black Politics: 1980 to the Present Chapter 24 Identifications 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?

Skill: Factual and Conceptual 1. affirmative action 2. Rainbow Coalition Chapter 24 Objective/Analytical Questions 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.

Conceptual Page-Reference: 599 Skill: Ronald Reagan and the Topic: Conservative Reaction b.It affected them badly—Reagan turned away from broadening civil rights advances and Answer : opportunities.

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 Factual Page-Reference: 599 Skill: Ronald Reagan and the Topic: Conservative Reaction d.people who hoped to increase government spending on different government programs Answer : 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.

Conceptual Page-Reference: 599 Skill: Ronald Reagan and the Topic: Conservative Reaction d.Reagan completely reoriented the U.S. Commission on Civil Rights by replacing all the Answer : previous members with whites.

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4. 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.

Factual Page-Reference: 599 Skill: Ronald Reagan and the Topic: Conservative Reaction a.Bell was a conservative black man and had very few qualifications.

Answer : 5. 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.

Conceptual Page-Reference: 599 Skill: Ronald Reagan and the Topic: Conservative Reaction c.Both were hampered in operations or reduced to insignificance.

Answer : 6. Which of the following 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.

Factual Page-Reference: 600 Skill: Ronald Reagan and the Topic: Conservative Reaction d.Thomas was overtly favorable toward affirmative action and this delayed his confirmation Answer : by the Senate.

7. What problems did the Thomas/Hill controversy reveal within black society?

Conceptual Page-Reference: 600-601 Skill: Ronald Reagan and the Topic: Conservative Reaction 8. Reagan and Bush distinguished between "old civil rights law" and "new civil rights law." They did not support the "new" law that, they said, was concerned with a. discriminatory outcomes. b. discriminatory intents of people. c. eliminating racism completely. d. placing blacks in a superior position to whites.

Factual Page-Reference: 601 Skill: Ronald Reagan and the Topic: Conservative Reaction a.discriminatory outcomes.

Answer : 9. In the opinion of Reagan and Bush, Sr., what are "old" civil rights issues? What are "new" civil rights issues? Why did they make this distinction?

Conceptual Page-Reference: 601 Skill: Ronald Reagan and the Topic: Conservative Reaction

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10. 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 Factual Page-Reference: 601-602 Skill: Ronald Reagan and the Topic: Conservative Reaction b.policies to remedy historic discrimination in employment and education for minorities Answer : 11. Was Ronald Reagan a beneficial president or a harmful president for blacks? Why? Give specific examples.

Conceptual Page-Reference: 599-601 Skill: Ronald Reagan and the Topic: Conservative Reaction 12. How did blacks feel about Ronald Reagan?

Page-Reference: 601 Skill: Ronald Reagan and the Topic: Conservative Reaction

Conceptual

13. 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 Factual Page-Reference: 602 Skill: Ronald Reagan and the Topic: Conservative Reaction a.educational institutions Answer : 14. 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 Factual Page-Reference: 602 Skill: Ronald Reagan and the Topic: Conservative Reaction c.a white man who said that the University of California's admission requirements Answer : discriminated against him 15. 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.

Factual Page-Reference: 602 Skill: Ronald Reagan and the Topic: Conservative Reaction a.The percentage of blacks has dropped slightly overall.

Answer :

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16. 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?

Conceptual Page-Reference: 602 Skill: Ronald Reagan and the Topic: Conservative Reaction 17. How did the cases in 2003 involving the University of Michigan affect affirmative action? How are these decisions compatible (or not) with Bakke?

Conceptual Page-Reference: 602-603 Skill: Ronald Reagan and the Topic: Conservative Reaction 18. What is affirmative action? Why did it get a negative image among many? How did whites respond to it?

Conceptual Page-Reference: 601-603 Skill: Ronald Reagan and the Topic: Conservative Reaction Answer : 19. 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 30 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.

Factual Page-Reference: 604 Skill: Black Political Activism in the Topic: Age of Conservative Reaction d.It said that all federal funds to an entire institution would be withheld if any part of the Answer : institution discriminated against women or racial minorities.

20. On what country did many African Americans focus their efforts during the 1980s? a.

South Africa b.

Zimbabwe c.

Yugoslavia d.

Germany Factual Page-Reference: 604 Skill: Black Political Activism in the Topic: Age of Conservative Reaction a.South Africa Answer : 21. 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 Factual Page-Reference: 604 Skill: Black Political Activism in the Topic: Age of Conservative Reaction b.a system of racial discrimination and oppression, glorifying white supremacy Answer :

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22. 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 Factual Page-Reference: 604 Skill: Black Political Activism in the Topic: Age of Conservative Reaction c.Nelson Mandela Answer : 23. How were blacks active in the international arena during the 1980s?

Factual Page-Reference: 604 Skill: Black Political Activism in the Topic: Age of Conservative Reaction 24. Who led the "Rainbow Coalition"? __________ Page-Reference: 605 Skill: Jesse Jackson and the Topic: Rainbow Coalition a.Jesse Jackson Answer :

Factual

25. Did Jesse Jackson's background prepare him for the presidency?

Conceptual Page-Reference: 605 Skill: Jesse Jackson and the Topic: Rainbow Coalition 26. 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. Factual Page-Reference: 605 Skill: Jesse Jackson and the Topic: Rainbow Coalition a.He wanted to represent people who felt politically marginalized, like blacks, white workingAnswer : class people, feminists, and environmentalists.

27. Who received the Democratic nomination for president in 1984? a.

Walter Mondale b.

Geraldine Ferraro c.

Ronald Reagan d.

Michael Dukakis Factual Page-Reference: 605 Skill: Jesse Jackson and the Topic: Rainbow Coalition a.Walter Mondale Answer :

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28. Who received the Democratic nomination for president in 1988? a.

Walter Mondale b.

Michael Dukakis c.

George Bush d.

David Dinkins Factual Page-Reference: 606 Skill: Jesse Jackson and the Topic: Rainbow Coalition b.Michael Dukakis Answer : 29. Why was George H. W. 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.

Factual Page-Reference: 606 Skill: Jesse Jackson and the Topic: Rainbow Coalition c.Bush refused to renounce a very negative ad depicting Willie Horton, a black man who Answer : raped a white woman while on furlough (granted by Dukakis) from prison.

30. How did stereotypical white views of black men change after the election of George H. W. Bush in 1988?

Conceptual Page-Reference: 606 Skill: Jesse Jackson and the Topic: Rainbow Coalition 31. What political advances have been made for blacks in the Democratic Party? In the Republican Party?

Factual Page-Reference: 605-606 Skill: Jesse Jackson and the Topic: Rainbow Coalition 32. How has the American justice system affected black men in the late twentieth century? How have reformers sought to change this situation?

Conceptual Page-Reference: 606 Skill: Jesse Jackson and the Topic: Rainbow Coalition 33. 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.

Conceptual Page-Reference: 606-607 Skill: Policing the Black Topic: Community b.Blacks saw the acquittal of the police officers as an example of continued injustice while Answer : whites saw it as preserving law and order.

241 .

34. What was the Rodney King incident? What effect did the event and trial have on the nation?

Conceptual Page-Reference: 606-607 Skill: Policing the Black Topic: Community 35. 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.

The U.S. government was the strongest in the world in preventing human rights abuses.

Factual Page-Reference: 607 Skill: Policing the Black Topic: Community b.American police violated many international laws and that many victims of police abuse in Answer : America were minorities.

36. 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 George H. W. 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.

Factual Page-Reference: 608 Skill: The Clinton Presidency Topic: b.They warmly welcomed his candidacy against George H. W. Bush, and felt that he was the Answer : best president since Lyndon Johnson regarding black rights.

37. What was different from previous administrations 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.

Conceptual Page-Reference: 608-609 Skill: The Clinton Presidency Topic: b.He appointed blacks to positions that often had nothing to do with race.

Answer : 38. Who was the first American president to visit sub-Saharan Africa? a.

Bill Clinton b.

George Bush c.

Harry S. Truman d.

Ronald Reagan Factual Page-Reference: 609 Skill: The Clinton Presidency Topic: a.Bill Clinton Answer :

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39. 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.

Conceptual Page-Reference: 609 Skill: The Clinton Presidency Topic: c.He decided to raise taxes on higher-income Americans.

Answer : 40. 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.

Factual Page-Reference: 609 Skill: The Clinton Presidency Topic: d.It provided more years of benefit for families.

Answer : 41. What factors motivated the impeachment campaign against Clinton?

Factual Page-Reference: 610-611 Skill: The Clinton Presidency Topic: 42. How did blacks view Clinton? How did his policies help or hurt blacks?

Conceptual Page-Reference: 611 Skill: The Clinton Presidency Topic: 43. 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? __________ Factual Page-Reference: 611 Skill: Black Politics in the New Topic: Millennium: The Contested 2000 Presidential Election a.Bush v. Gore Answer : 44. 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 because 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.

Factual Page-Reference: 611 Skill: Black Politics in the New Topic: Millennium: The Contested 2000 Presidential Election c.Studies revealed that areas with high percentages of blacks were least likely to have up-toAnswer : date voting equipment.

243 .

45. 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.

Factual Page-Reference: 613 Skill: Republican Triumph Topic: c.He appointed blacks to key posts, including Colin Powell as secretary of state and Answer : Condoleezza Rice as national security adviser.

46. How did the black community react to the Leave No Child Behind Legislation? What does this indicate?

Conceptual Page-Reference: 613 Skill: Republican Triumph Topic: 47. 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.

Factual Page-Reference: 613-614 Skill: Republican Triumph Topic: a.As with many other issues, opinion is divided over reparations.

Answer : 48. How and why did America get involved in a war in Iraq in 2003? What was the effect of this war?

Conceptual Page-Reference: 614 Skill: Republican Triumph Topic: 49. 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?

Conceptual Page-Reference: 614-615 Skill: Republican Triumph Topic: 50. Why did President George W. 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 and Hurricane Katrina. 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.

Conceptual Page-Reference: 615-616 Skill: The 2004 Presidential Topic: Election b.Voters were angry about the way he handled the war in Iraq and Hurricane Katrina.

Answer : 51. What events countered President George W. 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 more than 3,500 U.S. troops and tens of thousands of Iraqis killed in the summer of 2007.

Factual Page-Reference: 616 Skill: The 2004 Presidential Topic: Election d.There were more than 3,500 U.S. troops and tens of thousands of Iraqis killed in the Answer : summer of 2007.

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52. Which city was devastated by Hurricane Katrina in 2005? a.

Houston b.

New Orleans c.

Miami d.

Galveston Page-Reference: 616-617 Skill: The 2004 Presidential Topic: Election b.New Orleans Answer :

Factual

53. 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?

Conceptual Page-Reference: 617-618 Skill: The 2004 Presidential Topic: Election 54. 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 than Obama did. d.

After the economic recession hit, Obama appeared more calm, capable, and reliable to voters than McCain did.

Conceptual Page-Reference: 618-619 Skill: Barack Obama, President of Topic: the United States d.After the economic recession hit, Obama appeared more calm, capable, and reliable to Answer : voters than McCain did.

55. 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.

Factual Page-Reference: 619 Skill: Barack Obama, President of Topic: the United States b.Obama received one of the largest winning percentages in American history.

Answer : 56. Discuss the factors that led to Obama's victory in the presidential race of 2008.

Conceptual Page-Reference: 619 Skill: Barack Obama, President of Topic: the United States

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