Ch17 The South And The West Transformed, 1865 1900 Exam Prep

Chapter 17: The South and the West Transformed, 1865–1900

CORE OBJECTIVES

1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

4. Identify the various groups of migrants to the West after the Civil War and the reasons they went there.

5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

7. Describe how the South and West had changed by 1900.

TRUE/FALSE

1. Along with the West, the South was considered a “new frontier” by 1900 in part because it needed to be rebuilt after the Civil War.

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

TOP: The Myth of the New South

2. The number of cotton mills in the South more than doubled between 1880 and 1900.

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

TOP: Developing a Textile Industry

3. As the nineteenth century came to a close, ownership of land by southern farmers increased.

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

TOP: The Myth of the New South

4. By 1900, the South was no longer dependent on the North for investment capital.

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

TOP: The Failings of the New South

5. As a result of high cotton prices, many sharecroppers were able to save money and buy farms.

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

TOP: Southern Poverty

6. Negrophobia was the name given to the violent racism in the late nineteenth century against blacks, especially those who had become financially successful or influential politically in any way.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

TOP: Race Relations during the 1890s

7. A residence requirement was a major component of state constitutional amendments that aimed to disenfranchise black voters in multiple southern states.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

TOP: Race Relations during the 1890s

8. The Supreme Court case of Plessy v. Ferguson (1896) made the practice of racial segregation legal throughout all the United States.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

TOP: The Spread of Segregation

9. The response of African Americans to the resurgence of racism in the South was to submit to the white culture.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

TOP: The Black Response

10. For many, the post–Civil War West symbolized economic opportunity and personal freedom; however, this was at odds with the toll Western expansion took on nature as well as the way of life of Native Americans.

OBJ: 4. Identify the various groups of migrants to the West after the Civil War and the reasons they went there.

TOP: The Settling of the New West

11. Chinese immigrants often experienced discrimination and received blame during times of economic decline.

OBJ: 4. Identify the various groups of migrants to the West after the Civil War and the reasons they went there.

TOP: The Migratory Stream

12. As many as a quarter of the cowboys who participated in the Texas cattle drives were African Americans.

OBJ: 4. Identify the various groups of migrants to the West after the Civil War and the reasons they went there.

TOP: The African American Migration

13. Congress led the way in creating stable communities with local governments and law enforcement in the West.

OBJ: 4. Identify the various groups of migrants to the West after the Civil War and the reasons they went there.

TOP: Western Mining

14. Comstock Lode was a highly profitable mine in Nevada.

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

TOP: Life in the New West

15. The Homestead Act of 1862 provided free land and all other materials necessary to have a thriving western farm.

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

TOP: Farming on the Plains

16. The Indian wars effectively ended with the capture of Geronimo, a chief of the Chiricahua Apaches.

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

TOP: The Last Resistance

MULTIPLE CHOICE

1. What was one way that the United States government encouraged western settlement?

a. Promoting the West as focused on traditional farming rather than business

b. Making a lasting peace settlement with the Indians there

c. Giving land away to former slaves

d. Distributing land at a low cost to miners, ranchers, and other settlers

e. Limiting the importance of railroad companies to the economy

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

NAT: Events and Processes

TOP: Introduction

MSC: Applying

2. The __________ was a romanticized interpretation of the Civil War that envisioned Confederates as noble defenders of the southern way of life.

a. “Lost Cause”

b. Comstock Lode

c. New South

d. Exoduster South

e. Peculiar Institution

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

NAT: Events and Processes

TOP: The Myth of the New South

MSC: Remembering

3. Many proponents of the idea of the New South believed that they had lost the war because

a. the South was too willing to follow the North’s approach to industrialization.

b. the South relied too much on technology that was new and undependable.

c. the South focused too much on vocational training.

d. the South depended too much on slavery and cotton cultivation.

e. the South’s economy had become too diverse and not specialized enough.

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

NAT: Events and Processes

TOP: The Myth of the New South

MSC: Analyzing

4. Advocates of a New South believed that the South

a. did not need to change.

b. should be run by the planter aristocracy.

c. should focus on cotton production.

d. needed to embrace new technologies.

e. should remain exclusively agricultural.

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

NAT: Change and Continuity

TOP: The Myth of the New South

MSC: Applying

5. As the South industrialized after the Civil War, it saw its greatest industrial gains in

a. agriculture.

b. textiles.

c. housing.

d. mining.

e. cigarette production.

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

NAT: Change and Continuity

TOP: Developing a Textile Industry

MSC: Remembering

6. By the turn of the twentieth century, the __________ had surpassed __________ as the largest producer of cotton fabric in the nation.

a. North; the South

b. South; the West

c. West; the North

d. South; New England

e. West; New England

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

TOP: Developing a Textile Industry

7. Why were Washington Duke and his son James Buchanan significant figures?

a. They worked as the first sharecroppers.

b. They perfected the mass production of cigarettes.

c. They wrote about their struggles as industrial expansion slowed.

d. They developed a series of successful textile mills.

e. They popularized the business strategy of refusing to cooperate with competitors at all costs.

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

TOP: Tobacco Industry

8. Which of the following statements about the Redeemers is true?

a. They were largely composed of black sharecroppers.

b. They supported the idea of industrial progress grounded in white supremacy.

c. They sought more taxes and a less diverse economy.

d. They fought to provide African Americans with a better education.

e. They strongly disagreed with Henry Grady's vision of a New South.

OBJ: 1. Analyze the ways in which a “New South” emerged in the late nineteenth century.

NAT: Change and Continuity

TOP: The Redeemers

MSC: Understanding

9. Which of the following statements regarding the Southern economy by 1900 is true?

a. The South experienced a rise in the amount of land owned by farmers.

b. The South was the most industrial area of the United States.

c. The South was the most educated part of the United States.

d. The South was the least urban region in the United States.

e. The South provided most of the North's manufactured goods.

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

NAT: Change and Continuity

TOP: The Failings of the New South

MSC: Applying

10. Which of the following statements regarding the southern economy at the end of the nineteenth century is accurate?

a. The southern economy was comparable to the northern economy.

b. The South was producing as much cotton as it had before the Civil War.

c. The South’s economy was stronger than the North’s.

d. The South’s economy was growing faster than the North’s.

e. The South’s economy was very diverse.

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

NAT: Events and Processes

TOP: The Failings of the New South

MSC: Evaluating

11. In the last quarter of the nineteenth century, most southern communities lacked __________, so they relied on __________.

a. stores; barter

b. banks; imports

c. banks; barter

d. merchants; liens

e. banks; exports

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

NAT: Historical Interpretations

TOP: Southern Poverty

MSC: Applying

12. Which of the following statements regarding southern sharecroppers is accurate?

a. Sharecroppers were mostly poor whites.

b. Sharecroppers often also worked as merchants.

c. Sharecroppers worked in return for things like shelter and seed.

d. Sharecroppers ran textile mills and other industries.

e. Sharecroppers tended to make a lot of money.

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

NAT: Historical Interpretations

TOP: The Crop-Lien System

MSC: Understanding

13. __________ were poor white farmers who rented land in return for a substantial share of the crop they helped bring in.

a. Sharecroppers

b. Exodusters

c. Share tenants

d. Merchants

e. Carpetbaggers

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

NAT: Historical Interpretations

TOP: The Crop-Lien System

MSC: Remembering

14. Which statement regarding the crop-lien system is accurate?

a. The system usually allowed tenants to break even.

b. The system was inefficient, corrupt, and racially unfair.

c. The system helped make the soil in the South more fertile.

d. The system helped poor blacks make significant economic gains.

e. The system largely took place in factories.

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

NAT: Historical Interpretations

TOP: The Crop-Lien System

MSC: Evaluating

15. As a result of the crop-lien system in the South, farmers often had __________ at the end of the harvest.

a. a better education

b. a bonus in pay

c. ownership of land

d. a larger debt

e. a smaller debt

OBJ: 2. Describe the crop-lien system that emerged in the South, and explain how it shaped the region after the Civil War.

NAT: Historical Interpretations

TOP: The Crop-Lien System

MSC: Evaluating

16. The __________ was a series of state constitutional amendments designed to restrict black voting rights in the 1890s.

a. Mississippi Plan

b. Louisiana Plan

c. Georgia Plan

d. Virginia Plan

e. crop-lien system

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Documents

TOP: Disenfranchising African Americans

MSC: Remembering

17. __________ was a tax that had to be paid before a person could vote.

a. An excise tax

b. A tariff

c. A sales tax

d. A poll tax

e. A surcharge

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Documents

TOP: Disenfranchising African Americans

MSC: Understanding

18. What was the effect of the Mississippi Plan?

a. It hurt both black and poor white voters.

b. It helped black voters.

c. It was rarely implemented in the post–Civil War South.

d. It benefited immigrants.

e. It was widely opposed by southern Democrats.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Documents

TOP: Disenfranchising African Americans

MSC: Analyzing

19. The so-called grandfather clause originated in what state?

a. Mississippi

b. Louisiana

c. Georgia

d. Virginia

e. Alabama

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Documents

TOP: Disenfranchising African Americans

MSC: Remembering

20. In 1883, the United States Supreme Court ruled that the __________ was unconstitutional, resulting in the spread of segregation.

a. Thirteenth Amendment

b. Fourteenth Amendment

c. Fifteenth Amendment

d. Civil Rights Act of 1875

e. decision in Plessy v. Ferguson

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Documents

TOP: The Spread of Segregation

MSC: Applying

21. The landmark Supreme Court case Plessy v. Ferguson established the legal precedent of

a. separation of powers.

b. judicial review.

c. “separate but equal.”

d. racial integration.

e. capital punishment.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Documents

TOP: The Spread of Segregation

MSC: Applying

22. Which of the following statements about the Jim Crow laws is accurate?

a. They punished members of the Supreme Court for being racially prejudiced.

b. They called for places to be designated as “Colored Only” and “White Only.”

c. They were followed by a decrease in violence.

d. They were another name for the grandfather clause.

e. They outlawed lynchings.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Documents

TOP: The Spread of Segregation

MSC: Evaluating

23. Which of the following statements regarding race relations in the last years of the nineteenth century is accurate?

a. Economic, legal, and social discrimination against blacks increased.

b. Social discrimination against blacks increased, but not legal discrimination.

c. Legal discrimination, but not social discrimination, against blacks increased.

d. Legal, social, and economic discrimination against blacks declined.

e. Legal and social, but not economic, discrimination declined.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Documents

TOP: The Spread of Segregation

MSC: Evaluating

24. What was the predominant reason southern whites used the practice of lynching during the New South era?

a. To protest mob rule such as that imposed during the Wilmington Insurrection

b. To assault blacks in secret outside of the public eye to avoid legal ramifications

c. To punish criminals because the courts were not tough enough on them

d. To exert social, economic, and political control on southern blacks

e. To protest the terms of the Jim Crow laws

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

TOP: The Spread of Segregation

25. Why did W. E. B. Du Bois disagree with what he called the Atlanta Compromise?

a. He argued that because it was a piece of legislation written by white men, it would not make a difference in everyday lives of African Americans.

b. He argued that the education of blacks should be strictly vocational because training new black leaders would lead to backlash.

c. He argued that Booker T. Washington’s ideas aimed to satisfy powerful whites, thereby giving credence to the idea that African Americans were inferior.

d. He argued that the civil rights strategy that Booker T. Washington advocated was too militant and dangerous.

e. He argued that it focused too much on political and social equality for blacks and not enough on economic prosperity and assimilation.

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

TOP: W. E. B. Du Bois

MSC: Evaluating

26. __________ argued that the black response to racial prejudice should be “ceaseless agitation.”

a. W. E. B. Du Bois

b. Booker T. Washington

c. James Plunkett

d. Alfred Waddell

e. Henry Smith

OBJ: 3. Explain how and why white southerners took away African Americans’ right to vote and adopted “Jim Crow” segregation laws at the end of the nineteenth century.

NAT: Historical Period

TOP: W. E. B. Du Bois

MSC: Understanding

27. Before the Civil War, Americans referred to the area between California and the Mississippi River as

a. Kansas.

b. Nebraska.

c. the Great American Desert.

d. Wyoming.

e. Washington.

OBJ: 4. Identify the various groups of migrants to the West after the Civil War and the reasons they went there.

NAT: Historical Period

TOP: The Western Landscape

MSC: Remembering

28. In 1882, Congress banned further immigration to the United States from what country?

a. China

b. Japan

c. England

d. Ireland

e. France

OBJ: 4. Identify the various groups of migrants to the West after the Civil War and the reasons they went there.

NAT: Historical Period

TOP: The Migratory Stream

MSC: Understanding

29. __________ was the name for the African Americans who migrated West in search of social and economic opportunities.

a. Sharecroppers

b. Exodusters

c. Tenant farmers

d. Carpetbaggers

e. Redeemers

OBJ: 4. Identify the various groups of migrants to the West after the Civil War and the reasons they went there.

NAT: Historical Period

TOP: The African American Migration

MSC: Understanding

30. Which of the following statements regarding settlers to the New West after the Civil War is accurate?

a. Life was typically easy for this predominantly white population.

b. Settlers were practically guaranteed economic success.

c. Native Americans welcomed all new settlers.

d. Life was challenging for this diverse group of settlers.

e. Farming was the only option for these settlers.

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

NAT: Events and Processes

TOP: Life in the New West

MSC: Applying

31. The economic situation in the New West can best be described as

a. boom or bust.

b. thriving.

c. declining.

d. stagnating.

e. consistent.

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

NAT: Events and Processes

TOP: Life in the New West

MSC: Understanding

32. __________ set up the first stockyard for Texas cattle in Abilene, Kansas.

a. Henry Comstock

b. Joseph G. McCoy

c. Colonel Alfred Waddell

d. Justice John Marshall Harlan

e. Henry Woodfin Grady

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

NAT: Events and Processes

TOP: The Cattle Boom

MSC: Remembering

33. The type of cattle that came from Texas to Abilene on the cattle drives were

a. Guernseys.

b. Herefords.

c. Angus.

d. Texas Longhorns.

e. Shorthorns.

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

NAT: Events and Processes

TOP: The Cattle Boom

MSC: Remembering

34. What replaced the open range as a system of governing property in the Western frontier, resulting in conflicts with small ranchers?

a. The crop-lien system

b. Barbed-wire fencing

c. Tribal boundaries

d. Long ranging

e. The Ghost Dance movement

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

NAT: Events and Processes

TOP: The Cattle Boom

MSC: Understanding

35. What were “Bonanza Farms”?

a. Farms that, rather than growing wheat, centered on crops not found in the South

b. A form of commercial farming that employed migrant workers

c. Farms that were run by poor western farmers

d. Farms that fell behind in technology and mass production

e. Farms established in opposition to the interests of wealthy capitalists

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

NAT: Events and Processes

TOP: Commercial Farming

MSC: Understanding

36. The early miners to the West initially engaged in __________ mining but then moved predominantly to__________ mining.

a. surface; hard-rock tunnel

b. mechanized; manual

c. hard rock; panning

d. hydraulic; environmentally friendly

e. unionized; nonunionized

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

NAT: Events and Processes

TOP: Miners in the West

MSC: Applying

37. As a result of economic opportunities in the New West, __________ boomtowns often appeared suddenly.

a. female-dominated

b. male-dominated

c. Mexican-controlled

d. Chinese-run

e. strictly white

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

NAT: Events and Processes

TOP: Mining Boomtowns

MSC: Applying

38. Which of the following statements regarding late-nineteenth-century western women is accurate?

a. In mining towns, there were far fewer men than women because of the danger of men’s work.

b. Women faced far fewer social prejudices in the West than women did in the East.

c. Women in the West received the right to vote far later than women in the East did.

d. Women and men in the West were more equal partners than in the East because of the fight for survival.

e. Women in the West remained fully dependent on men and were not allowed to work on the farm.

OBJ: 5. Describe the experiences of miners, farmers, ranchers, and women in the West in the late nineteenth century.

TOP: Women in the West

39. In the __________, Plains tribal chiefs agreed in 1851 to accept definite tribal borders and allow whites to travel west.

a. Abilene Treaty

b. Big Horn Treaty

c. Fort Laramie Treaty

d. Indian Removal Treaty

e. Dawes Treaty

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

NAT: Change and Continuity

TOP: Western Indians

MSC: Understanding

40. The __________ were the bloody conflicts between U.S. soldiers and Native Americans in the West from the 1860s to the 1870s.

a. Range wars

b. Indian wars

c. Remington wars

d. Arapaho battles

e. Medicine Lodge wars

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

NAT: Change and Continuity

TOP: The Indian Wars

MSC: Understanding

41. President Grant’s policy toward the Native Americans in the west was to

a. require that they become sharecroppers.

b. maintain a military campaign against the Indians.

c. invade and occupy the reservations.

d. support a peace policy.

e. forcibly remove all Indians from the West.

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

TOP: Grant’s Indian Policy

42. The __________ tribe allied with the Sioux to fight federal troops in the Great Sioux War in the mid-1870s.

a. Comanche

b. Kiowas

c. Arapaho

d. Cheyenne

e. Paiute

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

NAT: Events and Processes

TOP: The Great Sioux War

MSC: Understanding

43. __________ led the American troops at the infamous Battle of Little Bighorn in 1876.

a. Ulysses Grant

b. Robert E. Lee

c. Henry Woodfin Grady

d. Jack Wilson

e. George A. Custer

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

NAT: Events and Processes

TOP: The Great Sioux War

MSC: Remembering

44. __________ was the powerful Chiricahua Apache chief who was captured by the United States government in 1886.

a. Modoc

b. Chief Joseph

c. Geronimo

d. Red Jacket

e. Ute

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

NAT: Events and Processes

TOP: The Last Resistance

MSC: Applying

45. The __________ was the spiritual and political movement started by __________ in 1888 to make Indian soldiers bulletproof in the fight to regain their homelands.

a. Populist movement; Chief Joseph

b. Ghost Dance; Wovoka

c. Ghost Dance; Geronimo

d. Great Sioux War; Wovoka

e. Great Sioux War; Chief Joseph

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

NAT: Events and Processes

TOP: The Ghost Dance

MSC: Evaluating

46. What did the Dawes Severalty Act of 1887 do?

a. It ordered all Native Americans to relocate to Canada.

b. It ordered all Native Americans to relocate to Mexico.

c. It attempted to “Americanize” Native Americans.

d. It gave Native Americans the right to vote.

e. It gave Native Americans representatives in Congress.

OBJ: 6. Evaluate the impact on Native Americans of the federal government’s policies in the West after the Civil War.

NAT: Events and Processes

TOP: Attempts to Aid Indians

MSC: Applying

47. Which of the following statements describes the status of Native Americans at the end of the nineteenth century?

a. Native Americans were better off than they had ever been.

b. Native Americans were better off than they had been before the Civil War.

c. Native Americans were revered as allies by the U.S. government.

d. Native American resistance to westward expansion had been crushed.

e. Native Americans believed they could work with the U.S. government to improve their status.

OBJ: 7. Describe how the South and West had changed by 1900.

NAT: Events and Processes

TOP: The End of the Frontier

MSC: Analyzing

48. According to the __________ national census, the frontier era of American development had ended.

a. 1890

b. 1880

c. 1870

d. 1900

e. 1860

OBJ: 7. Describe how the South and West had changed by 1900.

NAT: Events and Processes

TOP: The End of the Frontier

MSC: Remembering

49. According to Frederick Jackson Turner, the frontier

a. defined and shaped America.

b. hurt America’s economic development.

c. delayed America’s political growth.

d. sparked the Industrial Revolution.

e. caused Americans to be morally weak.

OBJ: 7. Describe how the South and West had changed by 1900.

NAT: Events and Processes

TOP: The End of the Frontier

MSC: Evaluating

50. Turner’s “frontier thesis” argued that America’s frontier

a. had made it more democratic.

b. had made it less democratic.

c. had made it a less open society.

d. had been shaped by women, Native Americans, African Americans, Asians, and Hispanics.

e. was a myth.

OBJ: 7. Describe how the South and West had changed by 1900.

NAT: Events and Processes

TOP: The End of the Frontier

MSC: Understanding

51. The __________ party was a new political party made up largely of farmers from the South and West who wanted to gain political influence in the East.

a. Socialist

b. Democratic

c. Republican

d. People’s

e. Communist

OBJ: 7. Describe how the South and West had changed by 1900.

NAT: Events and Processes

TOP: The End of the Frontier

MSC: Applying

52. Populism was based on the idea that

a. the common man should have more of a say in politics.

b. the rich made the most qualified politicians.

c. the South and West had incompatible political views.

d. Republicans in the Northeast and Midwest should expand their influence.

e. politicians currently in power were well qualified to rule.

OBJ: 7. Describe how the South and West had changed by 1900.

NAT: Events and Processes

TOP: The End of the Frontier

MSC: Evaluating

ESSAY

1. Write an essay comparing and contrasting the approaches advocated by Booker T. Washington and W. E. B. Du Bois to segregation laws. How might you explain the differences in each of their approaches?

Answers will vary.

2. Write an essay exploring the status of African Americans in the South in the late nineteenth century. In what ways did white southerners take away the rights of African Americans? What motivated those actions? How did African Americans respond to such actions?

Answers will vary.

3. Compare and contrast farming in the South and the West. In what ways were they similar? In what ways were they different? What challenges and opportunities did farmers in each region face?

Answers will vary.

4. Compare and contrast the issues facing African Americans in the South and Native Americans in the West. In what ways were they different? What unique obstacles did each group face? What was the reaction of the federal government to the plight of each group? How was each group treated by the majority population in each region? How did each group react to their plight?

Answers will vary.

5. Describe the government’s policy toward Native Americans. How did this policy develop over the years, and what were the main factors that influenced its development?

Answers will vary.

6. Write an essay exploring the variety of individuals who moved to the West, including Americans from further east as well as Europeans, Asians, African Americans, and women. What unique challenges and opportunities did each group face? What brought so many individuals west at this time?

Answers will vary.

7. What was the African American experience during the latter part of the nineteenth century? How did that experience vary depending on the region?

Answers will vary.

8. Discuss how the Native Americans in the period from 1860 to 1890 shape westward expansion through their opposition and through their cooperation. Note the contrasting roles of different tribes and different individuals that made some consistently resist the spread of others into their territories and made some serve as allies to the U.S. Army.

Answers will vary.

MATCHING

Match each person with one of the following descriptions.

1. J. M. Chivington

2. James Buchanan Duke

3. Joseph Glidden

4. Henry Grady

5. Helen Hunt Jackson

6. James Oliver

7. Rutherford B. Hayes

8. Joseph McCoy

9. Frederick Jackson Turner

10. Ida B. Wells

11. Booker T. Washington

12. W. E. B. Du Bois