This Document Contains Chapters 11 to 12 Chapter 11: Slaves and Masters, 1793-1861 Multiple-Choice Questions 1) The leader of the 1831 slave uprising in Southampton County, Virginia, was __________. a. Denmark Vessey b. Hinton R. Helper c. George Fitzhugh d. Daniel Webster e. Nat Turner Answer: e 2) The majority of slaves worked __________. a. in industry b. as skilled tradesmen c. as house servants d. as field workers e. in restaurants, hotels, and saloons Answer: d 3) What did the young children of plantation slaves do while their parents worked? a. They often accompanied their parents and were cared for by older children. b. They often went to segregated schools before they were old enough to work. c. They were often cared for at home by their mothers. d. They were often sent to nurseries where other slaves cared for them. e. They often played with the young children of the plantation owners. Answer: a 4) In African American families in which husband and wife were often separated, who was typically considered the head of the family? a. the father b. the mother c. the oldest son d. the oldest daughter e. a grandparent Answer: b 5) Slaves usually named their children after __________, which illustrated the importance of __________ for African Americans. a. their masters; the master-slave relationship b. characters in folk tales; African culture c. family members and ancestors; kinship d. activists in the abolitionist movement; political involvement e. famous figures; history and pop culture Answer: c 6) The typical runaway slave was __________. a. a married man b. a young, unmarried man c. a married woman d. a young, unmarried woman e. a pregnant woman Answer: b 7) What was the Underground Railroad? a. a train line that many white southerners used when hunting for escaped slaves b. a formal, nonprofit organization that helped return fugitive slaves to their masters c. a formal, nonprofit organization that helped fugitive slaves escape to Mexico d. an informal network of people that helped return fugitive slaves to their masters e. an informal network of people that helped fugitive slaves make their way to the North Answer: e 8) The typical way for most slaves to express discontent was __________. a. political protest b. open, armed rebellion c. passive resistance d. participation in conspiracies e. organizing boycotts Answer: c 9) If a former slave could not prove he or she had been legally freed, then he or she was likely to be __________. a. reenslaved b. deported c. arrested d. fined e. executed Answer: a 10) At the time of the Civil War, __________. a. almost all southerners owned at least one slave b. most white southerners owned three or more slaves c. there were few slaves in the fields, but most white households had a house slave d. one-quarter of white southerners owned slaves e. one-half of white southerners owned slaves Answer: d 11) Planters who owned large plantation houses with at least 50 slaves made up __________ percent of the white population in the South in 1860. a. less than 1 b. more than 10 c. about 20 d. nearly 30 e. more than 50 Answer: a 12) Most southern whites __________. a. owned at least one slave b. were non-slaveholding yeoman farmers c. were poor people who sympathized with the slaves d. owned at least five slaves e. favored abolishing slavery Answer: b 13) Who was the typical small slaveholder? a. an urban merchant b. a wealthy landowner c. a small business owner d. a shopkeeper e. a farmer Answer: e 14) The yeoman farmers of the South __________. a. were typically slaveowners b. did not own the land they worked c. were located primarily in the backcountry d. were clustered around the large plantations e. were quite different from their northern counterparts Answer: c 15) What was the primary source of income for most yeoman farmers? a. sugar b. rice c. whiskey d. livestock e. lumber Answer: d 16) What was one goal of the American Colonization Society? a. to enact gradual voluntary emancipation for slaves b. to force an immediate end to slavery c. to relocate freed slaves to a new colony in South America d. to reunite former slaves with their families e. to bring slavery to every state in the union Answer: a 17) How did apologists describe the institution of slavery before the 1830s? a. as a benefit to the slaves themselves b. as a necessary evil c. as an inevitable institution d. as a neutral business arrangement e. as a sinful enterprise Answer: b 18) As southern opinion about the morality of slavery changed during the 1830s, people began to describe slavery as __________. a. a positive good b. a necessary evil c. an inevitable institution d. a neutral business arrangement e. a sinful enterprise Answer: a 19) At the time of the Civil War, there were approximately __________ slaves in the South. a. 200,000 b. 400,000 c. 1,000,000 d. 2,000,000 e. 4,000,000 Answer: e 20) The most profitable commodity bought and sold in the upper tier of southern states was __________. a. tobacco b. cotton c. human beings d. wheat e. corn Answer: c 21) The internal slave trade in the Unites States ran from the __________. a. West to the Upper South b. Upper South to the West c. Upper South to the Lower South d. Lower South to the Upper South e. Lower South to the West Answer: c 22) The institution of slavery became even more entrenched in the South because of the increasing importance of __________. a. rice b. indigo c. long-staple cotton d. short-staple cotton e. sugar cane Answer: d 23) The invention that permitted the great expansion of cotton cultivation was the __________. a. railroad b. cotton gin c. cotton reaper d. steel plow e. mechanical seed planter Answer: b 24) During the nineteenth century, the center of cotton production __________. a. moved westward b. moved eastward c. moved northward d. remained in the southeast e. remained in the Upper South Answer: a 25) Who profited most from the union of slavery and cotton production? a. inventors and entrepreneurs b. small business owners c. non-slaveholders d. small slaveholders e. large plantation owners Answer: e 26) Which identifies an important effect of the violent slave rebellion of 1831? a. White southerners became more committed to quashing antislavery ideas. b. Many slaves were freed because their masters were afraid to remain in the system. c. Organized, violent rebellions began happening with more frequency. d. White southerners began to question the legitimacy of slavery. e. Many slaves were sold to the West Indies to decrease the population in the South. Answer: a 27) Which statement best describes the "gang" labor that many slaves performed on large plantations? a. A group of white overseers pushed a small group of slaves to work around the clock. b. Large groups of slaves worked side by side with their masters. c. Large groups of slaves worked from sunrise to sunset under a white overseer. d. Slaves worked at their own pace with little supervision during an eight-hour day. e. Large groups of slaves worked together to accomplish major projects. Answer: c 28) Which statement best describes the "task" labor that many slaves performed on large plantations? a. A group of white overseers pushed a small group of slaves to work around the clock. b. Large groups of slaves worked side by side with their masters. c. Large groups of slaves worked from sunrise to sunset under a white overseer. d. Slaves worked at their own pace with little supervision during an eight-hour day. e. Large groups of slaves worked together to accomplish major projects. Answer: d 29) What was an advantage to slaves living on large plantations with stable slave populations? a. Families stayed intact and the mother typically raised the children alone. b. Families stayed intact and the father typically raised the children alone. c. Families stayed intact and both parents typically shared in the child-rearing duties. d. Children were usually raised by distant family members, allowing a large social network to develop. e. Children usually began working as soon as they could walk, cutting down on behavior problems. Answer: c 30) During the Second Seminole War of 1835-1842, __________. a. most slaves rebelled against their masters b. many escaped slaves hiding in Florida fought with the Native Americans against U.S. soldiers c. slaves slaughtered Seminole Indians in large numbers d. many whites killed their slaves in fear of an alliance between slaves and Native Americans e. many escaped slaves hiding in Florida were found and returned to their owners Answer: b 31) The Br'er Rabbit stories __________. a. showed how a fugitive slave could find safe haven in the underbrush b. were fantasies that enabled slaves to forget their harsh lot for awhile c. were used to indoctrinate white children with the belief that slaves were no smarter than animals d. showed how a defenseless animal could overcome a stronger one through cunning and deceit, a metaphor for survival as a slave e. portrayed slaves as being happy and well-adjusted Answer: d 32) Free blacks in the South were __________. a. unable to own or operate small businesses b. required to carry documentation of their free status at all times c. given the same rights as free blacks in the North d. allowed to hold meetings or form organizations as long as they had a white sponsor e. free to move from one county or state to another Answer: b 33) The typical great planter of the pre-Civil War South was __________. a. most likely a self-made man b. looked down on by most southern whites c. well-educated and highly intellectual d. born to wealth and position e. born into a planter family Answer: a 34) In which way did the richest plantation families resemble a traditional landed aristocracy? a. Planters operated under the principles of noblesse oblige. b. Planters collected taxes from the peasants who worked their land. c. Planters' sons chose military or law careers rather than going into trade. d. Planters' daughters were often betrothed during their childhood years. e. Planter families often intermarried with the people who worked the land. Answer: c 35) Most southern planters considered their slaves to be __________. a. hard-working and industrious b. children who required constant supervision c. skilled and motivated d. dangerous malcontents e. mere property Answer: b 36) Which statement best identifies the belief that Christian slaveholders used to justify the enslavement of other human beings? a. The prosperity of many is necessitated by the suffering of a few. b. Suffering in slavery helps African Americans earn a place in Heaven. c. People of African descent are demons and therefore should be enslaved. d. People of African descent are mentally and morally inferior. e. Being enslaved will help convert African Americans to Christianity. Answer: d 37) Which practice provides the best evidence against the idea of benevolent planters who looked after the welfare of their slaves? a. The masters of large plantations did not have relationships with most of their slaves. b. Some planters subjected misbehaving slaves to physical punishment. c. Planters often broke up families and sold family members to distant plantations. d. Planters relied on fear as the foundation of their authority over their slaves. e. Slaves were often expected to adopt an attitude of fondness toward their masters. Answer: c 38) Why did most slaves typically prefer living and working on a plantation rather than a small farm? a. Plantation owners often worked alongside their slaves. b. There was a greater sense of community and better living conditions on plantations. c. Slaves often enjoyed a sense of camaraderie with plantation owners. d. Rich planters usually avoided breaking up families on their plantations. e. Working hours were always shorter on plantations than on small farms. Answer: b 39) The prosperity of the southern yeoman was limited by the lack of __________. a. cash crops b. land c. transportation facilities d. educational facilities e. focus on building large enterprises Answer: c 40) What was a major contradiction in the attitudes of southern yeoman farmers? a. They were staunch supporters of abolitionism even though they owned slaves. b. They listened sympathetically to abolitionist ideas but remained neutral. c. They paid little attention to the slave system even though it supported them. d. They were staunch supporters of slavery even though they rarely owned slaves. e. They were staunch opponents of slavery because slaves limited their own economic opportunities. Answer: d 41) Hinton R. Helper tried to convince southern yeoman farmers that __________. a. slavery actually reduced their standard of living b. slavery increased their standard of living c. they could someday be slaveowners themselves d. they should fight to maintain the institution of slavery e. they should free their slaves Answer: a 42) Non-slaveholders in the South followed the leadership of slaveowners because they __________. a. were dependent on the institution of slavery for their livelihoods b. thought slavery was best for the slaves themselves c. wanted to become slaveowners themselves d. were not eligible to participate in the political process e. feared slaveowners would requisition their land Answer: c 43) Southern proslavery arguments included the belief that __________. a. slavery was wrong, but necessary for the Southern economy b. the Bible sanctioned slavery c. slavery was mandated by the U.S. Constitution d. sending slaves back to Africa would be too expensive e. the social class structure of the South would collapse without slavery Answer: b 44) Southern apologists claimed the master-slave relationship was more humane than employer-worker relationships because it __________. a. offered more opportunities for job training b. was actually a freer relationship c. emphasized cultural identities in a segregated environment d. afforded greater long-term security e. included women in the workforce Answer: d 45) When tobacco prices sagged after 1820, __________. a. farmers in the Upper South switched over to cotton and rice production b. farmers in the Upper South found effective ways to reverse soil depletion c. large numbers of surplus slaves were sold from the Upper South to the Lower South d. planters in Virginia and Maryland turned openly to slave breeding as a business e. Virginia and Maryland began exporting slaves to the Caribbean Islands Answer: c 46) Regarding cotton agriculture in the pre-Civil War era, __________. a. many planters sought to cultivate an alternative to cotton b. cotton was the most famous crop in the South, but it was not the most profitable c. cotton was a sure investment because cotton prices rarely fluctuated d. many planters worked their land until it was exhausted e. large plantation owners stopped growing cotton and turned to tobacco Answer: d 47) The cotton economy of the lower South __________. a. benefited the lower classes and the upper classes equally b. did not create uniform prosperity throughout the region c. was free from general market fluctuations d. led to greater southern self-sufficiency e. encouraged industry and innovation Answer: b 48) White southerners in the 1830s began portraying free blacks as savages because they were trying to __________. a. convince themselves that slavery was morally justifiable b. drum up support for a race war c. drum up funds for militias to defend against slave uprisings d. put social pressure on free blacks to leave the South e. put social pressure on all blacks, both slave and free, to leave the South Answer: a 49) Why did many yeoman farmers feel resentment toward rich planters, yet still support the institution of slavery? a. These farmers feared that the government would give freed slaves their land if slavery were abolished. b. Many poor white farmers also worked as overseers on large plantations. c. Many rich planters gave poor white farmers slaves as gifts to maintain their good will. d. Having slavery gave poor white farmers a feeling of social superiority over blacks. e. Many poor white farmers secretly hoped to claim plantation land after slave rebellions. Answer: d 50) Which statement best describes a major disadvantage to the extensive cotton production that took place in the Deep South? a. The South lacked the infrastructure to transport all the cotton it produced, so planters were frequently forced to burn their crops. b. Such a large percentage of arable land was devoted to cotton that there were frequent food shortages in the South. c. The focus on a single industry that was profitable only to a small minority prevented industrial and commercial growth. d. The excessive profits of the industry led to unchecked price inflation in southern urban centers. e. The profits of the industry were available to everyone, so the South underwent social upheaval and class conflict. Answer: c Essay Questions 51) What factors account for the development of community among slaves? What factors could make the development of community more difficult? Answer: Factors that Helped Develop Community Among Slaves 1. Shared Experiences: Common hardships and oppression created a sense of unity. 2. Family and Kinship Ties: Maintaining family bonds provided emotional support. 3. Cultural Practices: Retained African traditions, including music, dance, and rituals, strengthened communal bonds. 4. Religious Beliefs: Religion offered spiritual support and a framework for communal gatherings. 5. Mutual Aid and Cooperation: Sharing resources and labor fostered interdependence. 6. Resistance and Solidarity: Acts of resistance unified slaves against their oppressors. Factors That Hindered Community Development 1. Physical Separation: Selling and separating families disrupted community structures. 2. Diverse Backgrounds: Different languages and cultures could hinder communication. 3. Harsh Living Conditions: Brutal conditions left little time for community building. 4. Hostile Environment: Slaveholders promoted distrust and punished communal activities. 5. Surveillance and Control: Strict monitoring limited opportunities for gathering and communication. 6. Psychological Manipulation: Tactics to instill fear and dependency undermined community cohesion. 52) How did slavery define the structure of white southern society? How did it both divide and unite southerners? Answer: How Slavery Defined the Structure of White Southern Society 1. Economic Foundation: Slavery was central to the agricultural economy and wealth. 2. Social Hierarchy: Created a class system with wealthy plantation owners at the top. 3. Political Power: Slaveholders dominated politics and shaped pro-slavery laws. 4. Cultural Norms: Reinforced racial superiority and paternalism. How Slavery Divided Southerners 1. Class Divisions: Wealth disparities caused tension between rich and poor whites. 2. Regional Differences: Economic interests varied between the upper and deep South. 3. Economic Competition: Poor whites saw slaves as competitors for jobs and land. How Slavery United Southerners 1. Racial Solidarity: Shared belief in white supremacy united different classes. 2. Defense of Slavery: Common cause against abolitionists and northern threats. 3. Economic Interests: Many saw slavery as vital to their economic prospects. 4. Cultural Identity: Slavery was integral to Southern identity and traditions. 53) In terms of the southern economy at large, analyze both the advantages and the drawbacks of cotton production and slave labor. Answer: advantages of Cotton Production and Slave Labor • Economic Prosperity: Cotton was a profitable cash crop, driving economic growth. • Labor Efficiency: Slave labor was inexpensive and efficient for cotton cultivation. • Land Expansion: Cotton's profitability led to the acquisition of more land and infrastructure development. • Trade and Industry: Cotton stimulated trade, industry, and economic development. • Political Influence: The cotton industry and slaveholders wielded political power. Drawbacks of Cotton Production and Slave Labor • Dependence on a Single Crop: Vulnerability to fluctuations in global cotton prices. • Limited Diversification: Hindered the diversification of the Southern economy. • Social Inequality: Perpetuated social inequality and hindered societal development. • Labor Exploitation: Led to harsh working conditions and human suffering. • Stifled Innovation: Potentially stifled technological advancements and innovation. • Conflict and Division: Contributed to tensions and ultimately the Civil War. Chapter 12: The Pursuit of Perfection, 1800-1861 Multiple-Choice Questions 1) In the early nineteenth century, American Protestant denominations strengthened religious values and increased church membership through __________. a. orthodoxy b. secularism c. revivalism d. spiritualism e. "spreading the Gospel" Answer: c 2) What was the Second Great Awakening? a. a wave of religious revivals b. a political movement to abolish slavery c. an early women's rights movement d. a reform movement to educate more American children e. a creative movement that revolutionized American art Answer: a 3) Which group's belief that the Deity was the benevolent architect of a rational universe particularly disturbed Reverend Timothy Dwight? a. Presbyterians b. Congregationalists c. Unitarians d. Methodists e. Mormons Answer: c 4) The first great practitioner of evangelical Calvinism was __________. a. Samuel John Mills b. Lyman Beecher c. Nathaniel Taylor d. Horace Mann e. Charles G. Finney Answer: b 5) The idea that people could conduct their lives completely free of sin is called __________. a. perfectionism b. abolitionism c. temperance d. acceptance e. purification Answer: a 6) Lyman Beecher was most closely associated with which one of the following reform movements? a. abolition b. mental asylum reform c. prison reform d. public school reform e. temperance Answer: e 7) What was the Washingtonian Society? a. an evangelical group that focused on converting the working classes to Christianity b. a group of Christian women who traveled the country preaching the evils of alcoholism c. a political faction that used the Constitution as a basis for their antislavery movement d. a temperance group whose members discussed their struggles with alcoholism e. a secret society that prompted many of the social and religious reforms during the 1800s Answer: d 8) The term "benevolent empire" referred to __________. a. a United States without slavery b. the English-speaking Christian colonies c. a group of Christian churches that focused on helping the poor d. a group of missionary and reform societies that worked together e. the Kingdom of Heaven Answer: d 9) The "proper" sphere for middle-class white women in the nineteenth century was __________. a. helping with her husband's small business b. being involved in the arts and literature c. keeping house and raising a family d. working at tasks that did not need physical strength e. working outside the home Answer: c 10) The Cult of Domesticity primarily affected the lives of __________. a. relatively affluent women b. middle-class men c. working-class women d. African American women e. recent immigrants Answer: a 11) The feminine subculture for many middle-class women during this era focused on __________. a. establishing that women are morally superior to men b. establishing a sense of solidarity with other women c. gaining political equality with men d. gaining economic equality with men e. competition with other women to be most virtuous Answer: b 12) What was considered the main function of the family unit in the nineteenth century? a. to establish a good name for the family b. to maintain the family's reputation c. to contribute to the economy d. to defend family members against outsiders e. to raise children Answer: e 13) Nineteenth-century parents began using __________ to enforce good behavior among their children. a. fear b. praise c. bribery d. guilt e. humor Answer: d 14) The most important function of the school in 1850 was seen as __________. a. intellectual training b. vocational training c. moral indoctrination d. child care e. physical conditioning Answer: c 15) The most influential spokesman for the common school movement was __________. a. John Harward b. Lyman Beecher c. Henry James d. Horace Mann e. Terrance Knox Answer: d 16) In addition to reading, writing, and arithmetic, mid-nineteenth-century public schools taught __________. a. abolitionist ideals b. the Protestant ethic c. Catholicism d. the evils of industrialization e. the merits of science over religion Answer: b 17) Which U.S. president received less than two years of formal education and sharpened his intellect through participation in debating societies and lyceums? a. James K. Polk b. John Quincy Adams c. Abraham Lincoln d. James Garfield e. Franklin Pierce Answer: c 18) The radical abolitionist and cofounder of the American Anti-Slavery Society was __________. a. William Lloyd Garrison b. Theodore Weld c. Sojourner Truth d. Harriet Beecher Stowe e. Harriet Tubman Answer: a 19) The chief example of the tie between revivalism and abolitionism was the career of __________. a. Lewis Tappan b. Theodore Weld c. Charles G. Finney d. Elizabeth Cady Stanton e. Harriet Tubman Answer: b 20) Abolitionism received its greatest support in the __________. a. border states b. small to medium-sized towns of the upper North c. large cities d. frontier territories e. northern state legislatures Answer: b 21) William Lloyd Garrison's stand on __________ led to an open break in the abolitionist movement in the 1840s. a. interracial marriage b. African American rights c. religion d. temperance e. women's rights Answer: e 22) Frederick Douglass was __________. a. the author of the very influential An Appeal to the Colored Citizens of the World b. the founder of the black newspaper Liberator c. a fugitive who was rescued in Boston as he was being returned to slavery in 1851 d. a fiery orator who described slavery to northern audiences e. a conductor on the Underground Railroad Answer: d 23) Which group was most active in the Underground Railroad? a. sympathetic plantation owners in the South b. freed slaves in the Southwest c. free blacks in the North d. affluent whites in the North e. working-class whites Answer: c 24) __________ became one of the most significant leaders of the women's rights movement. a. Elizabeth Cady Stanton b. Angela Grimke c. Dorothea Dix d. Harriet Beecher Stowe e. Louisa May Alcott Answer: a 25) In 1848, at Seneca Falls, New York, __________. a. a major religious revival occurred b. the first national gathering of feminists took place c. eleven people were killed in an anti-Mormon riot d. the radical antislavery movement began e. representatives of the Five Civilized Tribes finally ceded the Ohio Valley to the United States Answer: b 26) Unlike the North, revivalism in southern states did not __________. a. seek to improve the morals of society b. push for social reform c. encourage temperance d. discourage dueling e. have an impact on religious life Answer: b 27) The reform movement in New England began as a(n) __________. a. effort to defend Calvinism against Enlightenment ideas b. attempt to maintain the status quo in religion c. result of the actions of social radicals in religion d. outgrowth of deism e. rejection of Catholicism Answer: a 28) How did radical revivalist Charles G. Finney violate Christian tradition? a. He allowed women to join his church. b. He allowed women to pray aloud in church. c. He relied on rational, scientific arguments to win converts. d. His sermons were dry, rational, and unemotional. e. He did not believe in a mysterious, all-powerful God. Answer: b 29) As a result of revivalism, northern evangelicals __________. a. became involved in the abolitionist movement b. were most successful in the reform movements of the South c. most successfully drew converts from the lower classes of society d. fiercely opposed the Indian removal policy e. moved to make their message more secular Answer: a 30) The temperance movement __________. a. was created to help unmarried women survive in the workforce b. led to a rise in organized crime due to criminalization of alcohol consumption c. was the least successful reform movement of the era d. was created to address alcohol consumption rates that were slightly less than modern rates e. addressed a very real social problem of the time Answer: e 31) Temperance reformers opposed consumption of alcohol because of the belief that __________. a. water was a safer beverage b. alcohol was a threat to the family unit c. drinking was mainly a female vice d. consumption decreased business profits e. alcohol production reduced the availability of grain for food consumption Answer: b 32) As a result of the temperance campaign of the 1830s, __________. a. the campaign to stop the public from drinking alcohol expanded to include beer and wine b. large numbers of confirmed drunkards were cured c. temperance became a mark of respectability d. per capita consumption of hard liquor declined by more than 80 percent e. the drinking habits of lower-class American males were significantly altered Answer: c 33) The sociological basis for the Cult of Domesticity was __________. a. the growing urban population of the nation b. the accepted use of child labor c. a growing division of labor between men and women d. the increasing acceptance of careers for women e. the staggering number of women dying during childbirth Answer: c 34) The Cult of Domesticity __________. a. spread the message that women had no value in society b. saw women as guardians of virtue within the family c. idealized women who left their families for religious missions d. taught that women should help the economic stability of their families e. focused on the role of men in the family unit Answer: b 35) Why did Catharine Beecher argue that women should be schoolteachers? a. Women were best suited to instill virtues in young male children. b. Women had a stronger moral sense than men. c. Women were more intelligent than men. d. Women were not qualified to work in any other occupation. e. Women had better language and explication skills than men. Answer: a 36) What was a major change in middle-class family life during the nineteenth century? a. Relationships between parents and children became more formal. b. The Cult of Domesticity lost ground. c. Families became more child-centered. d. More and more women were forced to work outside the home. e. The use of corporal punishment increased. Answer: c 37) As a result of changes in the middle-class family, nineteenth-century children __________. a. left home sooner b. became more available for labor c. received more physical punishment than earlier generations d. increasingly became viewed as individuals e. were often offered up for adoption Answer: d 38) Why did society begin to focus on childhood in the nineteenth century? a. Children were becoming a larger part of the national economy. b. Urban couples saw large families as an economic asset. c. Religious revivalism made birth control and abortions impossible. d. Families were getting larger and individual children became more highly valued. e. Families got smaller and individual children became more highly valued. Answer: e 39) Educational reformers sometimes thought of the local school as a substitute for the family because they were worried that __________. a. poor and immigrant families would not properly nurture their children b. parents in poor and immigrant families often ended up getting divorced c. many families would resist the new child-centered model of family life they endorsed for religious reasons d. parents in wealthy families often ended up getting divorced e. parents in poor and immigrant families often ended up abandoning their children Answer: a 40) In practice, working-class families viewed the new public schools __________. a. as depriving them of needed wage earners b. as essential to the improvement of their economic situation c. with indifference d. as an indication of the helpful concern of the upper classes e. as a welcomed learning opportunity for themselves and their children Answer: a 41) The African colonization movement __________. a. saw African countries refusing to participate in the program b. advocated immediate emancipation of slaves c. was opposed by African Americans in the North d. was hampered by government intervention e. successfully emancipated and relocated most slaves before the Civil War Answer: c 42) Which of the following movements had the greatest influence on the development of the abolitionist movement? a. Cult of Domesticity b. extension of public education c. women's rights d. temperance e. Second Great Awakening Answer: e 43) Which of the following statements identifies the typical attitude toward the abolitionist movement of working-class urban whites? a. They supported abolitionism because they thought the institution of slavery was morally wrong. b. They supported abolitionism because they thought it would lead to more economic opportunities. c. They resisted abolitionism because they sincerely believed that African Americans were happier in slavery than they would be as free people. d. They resisted abolitionism because they worried about the collapse of the cotton industry. e. They resisted abolitionism because they did not want to compete socially and economically with African Americans. Answer: e 44) Why were relations between black and white abolitionists often tense? a. Black abolitionists thought that white abolitionists were too radical. b. White abolitionists thought that black abolitionists were too radical. c. White abolitionists protested that they did not have a fair share of influence and leadership positions in the movement. d. Black abolitionists protested that they did not have a fair share of influence and leadership positions in the movement. e. White abolitionists did not want to end slavery immediately, whereas black abolitionists did. Answer: d 45) Abolitionism served as a catalyst for the __________ movement. a. temperance b. women's rights c. utopian socialist d. transcendentalist e. prison reform Answer: b 46) What was a major goal of the early women's rights activists? a. to free unmarried women from laws that did not allow them to work outside the home b. to free married women from laws that gave their husbands control of their property and children c. to enact laws that would require men to participate equally in household duties such as child-rearing d. to convince more women to run for public office e. to give African American women the same legal rights as other women Answer: b 47) Which of the following individuals is matched with his or her reform movement? a. Lyman Beecher : temperance b. Horace Mann : abolition c. William Lloyd Garrison : public schools d. Lucretia Mott : prostitution e. Catharine E. Beecher: women's rights Answer: a 48) Which statement best characterizes how evangelical culture changed the role of women in American society? a. Women began to expect their husbands to contribute more to household chores and the duties of raising children. b. Women became a less important figure to the home and family. c. Women became more confined to the home but became more important inside it. d. Women were expected to make a larger economic contribution to society than ever before. e. Women were given more rights and leadership positions within religious and political organizations. Answer: c 49) Why has the nineteenth century been identified as “the century of the child”? a. Parents began having more children, and larger families required more attention. b. Parents had a new concern for children, and families became child-centered. c. Medical advances made it possible for more children to survive to adulthood. d. Children became a more important part of the labor force. e. For the first time ever, children began to spend money in the economy. Answer: b 50) In what way do historians consider the abolitionist movement of the 1830s and 1840s a success? a. It brought the issue of slavery into the public consciousness. b. It convinced most people that slavery should be abolished immediately. c. It peacefully converted many slaveholders to abolition. d. It led to a marked decrease in racism among northern urban whites. e. It orchestrated the emancipation of thousands of slaves. Answer: a Essay Questions 51) How did the American social reform movement evolve out of the Second Great Awakening? Answer: The American social reform movement emerged from the Second Great Awakening as religious revivalism emphasized personal responsibility for societal improvement. This led to the formation of various movements such as temperance, abolitionism, women's rights, and education reform, all driven by the idea of applying Christian principles to address social issues. 52) How did the social reform movement of the early nineteenth century affect women, children, and the family? Answer: The social reform movement of the early nineteenth century had significant effects on women, children, and the family, as it led to changes in laws, attitudes, and social norms regarding their roles and treatment. 1. Women: The movement played a crucial role in advancing women's rights. The women's rights movement gained momentum, leading to the first women's rights convention in Seneca Falls, New York, in 1848. This convention produced the Declaration of Sentiments, which called for women's equality in education, employment, and suffrage. Although significant progress was made, full gender equality was not achieved until much later. 2. Children: The reform movement also had a profound impact on the treatment of children. Prior to this period, children were often viewed as miniature adults and were subjected to harsh working conditions and minimal education. The movement led to the establishment of laws regulating child labor, as well as the expansion of educational opportunities for children. The idea of childhood as a distinct and important stage of life began to emerge during this time. 3. Family: The reform movement affected the structure and dynamics of the family. The emphasis on moral and social reform led to changes in parenting practices, with an increased focus on nurturing and educating children. Additionally, the movement promoted the idea of the family as a central institution in society, with the responsibility to instill moral values and promote social welfare. Overall, the social reform movement of the early nineteenth century had a lasting impact on women, children, and the family, laying the groundwork for many of the social changes that would follow in the years to come. 53) What were the major goals of the expanded and improved public education system of the 1830s and 1840s? How did these goals reflect the influence of the Second Great Awakening? Answer: The major goals of the expanded and improved public education system of the 1830s and 1840s were to provide universal, free, and non-sectarian education to all children, regardless of their background. These goals reflected the influence of the Second Great Awakening in several ways: 1. Moral and Religious Education: The Second Great Awakening emphasized the importance of moral and religious education in shaping individuals and society. Supporters of public education during this time believed that providing children with a moral and religious education would help instill the values necessary for a virtuous and harmonious society. 2. Social Reform: The Second Great Awakening also inspired a sense of social responsibility and a belief in the possibility of societal improvement. Many reformers believed that education was key to addressing social issues such as poverty, crime, and inequality. By providing all children with access to education, reformers hoped to create a more just and equitable society. 3. Democratic Ideals: The expansion of public education was also influenced by democratic ideals. In a democratic society, it was believed that all citizens should have access to education in order to participate fully in civic life. Education was seen as a means of promoting social mobility and equal opportunity. 4. Humanitarianism: The Second Great Awakening emphasized the importance of compassion and empathy for others. Many reformers believed that education was a way to uplift and improve the lives of the less fortunate. By providing children with an education, reformers hoped to give them the tools they needed to lead fulfilling and productive lives. Overall, the goals of the expanded and improved public education system of the 1830s and 1840s reflected the influence of the Second Great Awakening in promoting moral and religious education, social reform, democratic ideals, and humanitarianism. 54) As American reformers in the early nineteenth century struggled with the issue of slavery, what different approaches did they take in dealing with it? How did the rise of the "new perfectionism" affect the antislavery movement? Answer: Different Approaches to Slavery: 1. Gradual Emancipation: Advocated phasing out slavery over time with compensation for slave owners. 2. Immediate Emancipation: Urged immediate and uncompensated freedom for slaves, viewing slavery as a moral evil. 3. Colonization: Suggested sending freed slaves to Africa or elsewhere, believing they wouldn't be accepted as equals in the U.S. 4. Legal and Political Action: Focused on passing laws to restrict or abolish slavery and electing sympathetic politicians. Impact of the "New Perfectionism" on Antislavery Movement: • Injected moral urgency into the movement. • Inspired more radical and uncompromising stances against slavery. • Broadened the movement's appeal, attracting new supporters motivated by religious conviction. Test Bank for American Stories: A History of the United States H. W. Brands, T. H. Breen, R. Hal Williams, Ariela J. Gross 9780205990801, 9780205960897, 9780205962020, 9780133794113
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