Test Bank Answers Ch.11 The South And Slavery, 1800 1860 Shi

Chapter 11: The South and Slavery, 1800–1860

CORE OBJECTIVES

1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

5. Analyze how enslaved peoples responded to the inhumanity of their situation.

TRUE/FALSE

1. Agricultural diversity in the Old South was practically nonexistent.

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

TOP: The Distinctiveness of the Old South

2. Economically the South was dependent on northern industry and commerce.

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

TOP: The Distinctiveness of the Old South

3. The percentage of the native-born population in the South was high compared with other parts of the country

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

TOP: A Triracial Culture

4. When defending their way of life, southerners often claimed that the region was more moral than the North.

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

TOP: Conflicting Myths

5. In addition to cash crops such as cotton and rice, the South also led the nation in the production of hogs and cattle.

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

TOP: Tobacco, Rice, Sugar, and Livestock

6. By 1860, two thirds of the richest Americans lived in the South.

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

TOP: The Spreading Cotton Kingdom

7. Plantation owners were unable to exert any significant political or economic influence over southern society.

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

TOP: White Planters

8. The slave-holding planter class made up a small portion of the overall southern society.

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

TOP: White Planters

9. A black “overseer” on a plantation was known as a “driver.”

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

TOP: Overseers and Drivers

10. The slave population in the South showed no significant growth between 1790 and 1830.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

TOP: Black Society in the South

11. Free blacks were usually wealthy and highly educated.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

TOP: “Free Persons of Color”

12. In the South of the mid–nineteenth century there were virtually no people of mixed race.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

TOP: “Free Persons of Color”

13. The operation of the domestic slave trade often meant separating families from each other.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

TOP: The Trade in Slaves

14. Slaves were overwhelmingly resistant to adopting Christianity.

OBJ: 5. Analyze how enslaved peoples responded to the inhumanity of their situation.

TOP: African American Religion

15. The Denmark Vesey plot was a slave insurrection in Charleston, South Carolina.

OBJ: 5. Analyze how enslaved peoples responded to the inhumanity of their situation.

TOP: Slave Rebellions

MULTIPLE CHOICE

1. In which of the following ways was the South different from the rest of the nation?

a. It had more large cities.

b. It had more factories.

c. Its economy was based less on agriculture.

d. It relied more on slave labor.

e. It had a lower proportion of native-born Americans.

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

NAT: Historical Interpretations

TOP: The Distinctiveness of the Old South

MSC: Analyzing

2. Because slavery was so central to southern culture, it was referred to as

a. racial unity.

b. the peculiar institution.

c. the white regime.

d. the peculiar bond.

e. southern equality.

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

NAT: Historical Period

TOP: A Triracial Culture

MSC: Remembering

3. In the Old South’s mythic view of itself, slavery

a. benefited both slaves and owners.

b. was not necessary.

c. was demeaning.

d. was brutal.

e. was a moral evil.

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

NAT: Change and Continuity

TOP: Conflicting Myths

MSC: Understanding

4. Abolitionists might portray southern planters as men who

a. raped and brutalized their slaves.

b. treated their slaves with dignity.

c. treated their slaves better than northern factory owners treated their employees.

d. rarely used violence to get slaves to obey.

e. actually desired slavery be phased out.

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

NAT: Historical Interpretations

TOP: Conflicting Myths

MSC: Understanding

5. Which state was part of the sub-region of the Old South called the Lower South?

a. North Carolina

b. Tennessee

c. Georgia

d. Virginia

e. New Mexico

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

NAT: Change and Continuity

TOP: Several Souths

MSC: Remembering

6. In the Border South, slavery was slowly disappearing because

a. there were so many slave rebellions.

b. cotton did not thrive there.

c. slaves were becoming too expensive.

d. the states in that region were encouraging emancipation.

e. slaves were being granted certain constitutional rights.

OBJ: 1. Explain the various factors that made the South distinct from the rest of the United States during the early nineteenth century.

NAT: Change and Continuity

TOP: Several Souths

MSC: Understanding

7. In the first half of the nineteenth century, __________ became the most profitable cash crop in the South.

a. tobacco

b. cotton

c. rice

d. sugar

e. wheat

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Change and Continuity

TOP: Tobacco, Rice, Sugar, and Livestock

MSC: Remembering

8. __________ were more expensive cash crops to produce than cotton in the early nineteenth century.

a. Cotton and sugar

b. Rice and cotton

c. Rice and sugar

d. Rice and wheat

e. Cotton and wheat

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Change and Continuity

TOP: Tobacco, Rice, Sugar, and Livestock

MSC: Understanding

9. The success of the southern “cotton kingdom” was the result of

a. the government’s use of high tariffs.

b. the widespread existence of banks in the South.

c. the end of the Second National Bank.

d. textile mills and the cotton gin.

e. the low price of cotton.

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Events and Processes

TOP: Tobacco, Rice, Sugar, and Livestock

MSC: Understanding

10. As the oldest southern states became less fertile, farmers moved to the

a. Border South.

b. Lower South.

c. Old Southwest.

d. Border South.

e. Upper South.

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Change and Continuity

TOP: The Lower South

MSC: Understanding

11. By 1860, annual cotton production had risen to

a. 250,000 bales.

b. 500,000 bales.

c. 1 million bales.

d. 2 million bales.

e. 4 million bales.

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Historical Period

TOP: The Lower South

MSC: Remembering

12. Which of the following was part of the Old Southwest?

a. Alabama

b. Nevada

c. California

d. Tennessee

e. Arizona

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Change and Continuity

TOP: The Lower South

MSC: Remembering

13. The cotton-producing region of Alabama and Mississippi was known as the __________ because of the color of the fertile soil.

a. Red River region

b. “Colorado”

c. black belt

d. green belt

e. brown belt

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Historical Period

TOP: The Spreading Cotton Kingdom

MSC: Remembering

14. According to the textbook, by 1860 more than __________ of the slaves in the South worked in cotton production.

a. 10 percent

b. 25 percent

c. 50 percent

d. 75 percent

e. 90 percent

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Change and Continuity

TOP: The Spreading Cotton Kingdom

MSC: Remembering

15. The southern economy by 1860 could be fragile because it was so dependent on

a. northern textile mill markets.

b. the stock market.

c. Yankees in New York, who usually set the price of cotton.

d. the European demand for cotton.

e. the production of cheaper cotton than in Mexico.

OBJ: 2. Discuss the role that cotton production and slavery played in the South’s economic and social development.

NAT: Events and Processes

TOP: The Spreading Cotton Kingdom

MSC: Analyzing

16. Massive southern plantations were __________ and their owners wielded __________ in economic, political, and social life.

a. common; little influence

b. common; great influence

c. rare; little influence

d. rare; great influence

e. rare; disproportionate influence

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

NAT: Historical Period

TOP: White Planters

MSC: Understanding

17. The difference between a plantation and a farm was the

a. types of crops grown.

b. size, diversity of crops, and the use of slaves.

c. use of drivers rather than overseers.

d. size, number of slaves, and use of overseers.

e. use of technology.

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

NAT: Historical Period

TOP: White Planters

MSC: Understanding

18. The textbook defines a southern planter as an individual who owned at least __________ slaves.

a. 20

b. 15

c. 10

d. 5

e. 2

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

NAT: Historical Period

TOP: White Planters

MSC: Remembering

19. __________ was a plantation mistress in South Carolina who complained that plantation wives were treated no better than slaves.

a. Abigail Adams

b. Priscilla Greene

c. Sarah Grimke

d. Dolley Madison

e. Mary Boykin Chesnut

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

NAT: Historical Period

TOP: The Plantation Mistress

MSC: Understanding

20. Which of the following statements regarding the plantation mistresses is accurate?

a. They led lives of extreme leisure.

b. They exerted great political power in the South.

c. Those who were married were legally independent of their husbands.

d. They had more freedoms than their northern sisters.

e. Few spoke out publicly against the male-dominated social order.

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

NAT: Historical Period

TOP: The Plantation Mistress

MSC: Understanding

21. The highest managerial position a slave could hope for on a plantation was that of

a. driver.

b. overseer.

c. house servant.

d. butler.

e. master’s personal valet.

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

NAT: Historical Period

TOP: Overseers and Drivers

MSC: Remembering

22. According to the textbook, __________ were the largest segment of white society in the Old South.

a. overseers

b. planters

c. plain white folk

d. drivers

e. slave owners

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

NAT: Historical Period

TOP: “Plain White Folk”

MSC: Remembering

23. Which of the following statements regarding “poor whites” in the Old South is accurate?

a. They were often of mixed race.

b. They were former overseers and “plain folk.”

c. They often begged in the streets of southern cities.

d. They were often cattle rustlers.

e. They were often day laborers and squatters.

OBJ: 3. Distinguish among the major groups within southern white society, and explain why each group supported the expansion of slavery.

NAT: Historical Period

TOP: “Poor Whites”

MSC: Analyzing

24. In the years from 1830 to 1860, the number of slaves in the United States

a. grew 50 percent.

b. grew 70 percent.

c. nearly doubled.

d. nearly tripled.

e. quadrupled.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved,

throughout the South.

NAT: Events and Processes

TOP: Black Society in the South

MSC: Analyzing

25. __________ were state laws that governed the treatment of slaves in the years before the Civil War.

a. Slave codes

b. Black codes

c. Segregation laws

d. Planter codes

e. Cotton laws

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Events and Processes

TOP: Black Society in the South

MSC: Remembering

26. Most southern whites viewed slaves as

a. equal to whites.

b. free men.

c. property.

d. equal to Native Americans.

e. part of a superior race that threatened their own.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Events and Processes

TOP: Black Society in the South

MSC: Understanding

27. In the South, free persons of color

a. lived in rural areas predominantly and had fewer rights than slaves.

b. lived in cities with a social status between slavery and freedom.

c. lived in cities and had fewer rights than slaves.

d. clustered along the coast.

e. lived in cities and were treated the same as whites.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Historical Period

TOP: “Free Persons of Color”

MSC: Understanding

28. In which of the following ways could a slave become free?

a. By petitioning his or her appeal in court

b. By purchasing his or her freedom

c. By having another free black sponsor him

d. By marrying another member of the free black population

e. By escaping to New Orleans

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Change and Continuity

TOP: “Free Persons of Color”

MSC: Analyzing

29. __________ was the term used to refer to a person of mixed white and black ancestry in the nineteenth-century Old South.

a. Mulatto

b. Criollo

c. Tejano

d. Mestizo

e. Creole

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Historical Period

TOP: “Free Persons of Color”

MSC: Remembering

30. The __________ young men were the most expensive slaves on the auction block.

a. most experienced

b. least experienced

c. tallest, strongest, and blackest

d. most quiet and mild mannered

e. most intelligent and submissive

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Historical Period

TOP: The Trade in Slaves

MSC: Understanding

31. Which of the following statements regarding the domestic slave trade is accurate?

a. Only Louisiana and Georgia prohibited separating a small child from his or her mother.

b. Only Louisiana and Alabama prohibited the separation of spouses.

c. Only Louisiana and Alabama prohibited separating a small child from his or her father.

d. All southern states allowed a mother to be separated from a small child.

e. No slave state prohibited a husband and wife from being separated.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Historical Period

TOP: The Trade in Slaves

MSC: Analyzing

32. The vast majority of slaves in the South

a. lived in cities.

b. worked as field hands.

c. were house slaves.

d. were drivers.

e. were overseers.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Historical Period

TOP: Slavery as a Way of Life

MSC: Remembering

33. In general, slaves living in southern cities

a. avoided discrimination.

b. were always paid for their labor.

c. had greater freedom but less mobility than rural slaves.

d. had greater freedom and mobility than rural slaves.

e. were legally different from rural slaves.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Historical Period

TOP: Slavery as a Way of Life

MSC: Analyzing

34. Which of the following statements regarding the lives of male and female slaves is accurate?

a. All slaves shared the same experiences.

b. Males slaves were treated worse than female slaves.

c. Females slaves were treated better than male slaves.

d. Slavery was harder on adults than on children.

e. Female slaves suffered the double burden of sexism and racism.

OBJ: 4. Describe the impact of slavery on African Americans, both free and enslaved, throughout the South.

NAT: Historical Interpretations

TOP: Slave Women

MSC: Evaluating

35. Slaves often expressed their desire for freedom through sacred folk songs known as

a. hymnals.

b. laments.

c. praise psalms.

d. spirituals.

e. dirges.

OBJ: 5. Analyze how enslaved peoples responded to the inhumanity of their situation.

NAT: Historical Period

TOP: Forging a Slave Community

MSC: Remembering

36. Which statement about marriage among slaves is accurate?

a. Slaves could not legally marry, but unofficial marriages were common.

b. Legal marriages were encouraged by slave masters.

c. Slaves did not wish to legally marry and did not notice the lack of that right.

d. Some states allowed slaves to marry.

e. All slave states recognized slave marriages if a minister performed the ceremony.

OBJ: 5. Analyze how enslaved peoples responded to the inhumanity of their situation.

NAT: Historical Period

TOP: The Slave Family

MSC: Understanding

37. Which of the following statements regarding slave families is accurate?

a. Slave families were always genetically related.

b. Nuclear families were only allowed among free whites.

c. Children were often separated from their parents.

d. Women headed slave families.

e. Childhood was long for slaves.

OBJ: 5. Analyze how enslaved peoples responded to the inhumanity of their situation.

NAT: Historical Period

TOP: The Slave Family

MSC: Analyzing

38. Which of the following statements regarding African American religion is accurate?

a. It had a mix of African, Caribbean, and Christian elements.

b. Few adult slaves adopted a Christian denomination.

c. Slaves tended to worship out in the open.

d. Most slaves did not identify with a supreme being.

e. Slave owners embraced the slaves’ group religious worship.

OBJ: 5. Analyze how enslaved peoples responded to the inhumanity of their situation.

NAT: Change and Continuity

TOP: African American Religion

MSC: Understanding

39. Southern whites feared __________ more than any other danger in their society.

a. blacks becoming Christian

b. blacks with an education

c. a lack of access to weapons

d. lax immigration laws

e. slave uprisings

OBJ: 5. Analyze how enslaved peoples responded to the inhumanity of their situation.

NAT: Change and Continuity

TOP: Slave Rebellions

MSC: Understanding

40. Slaves who did not escape could resist by

a. earning a public education.

b. becoming plantation mistresses.

c. becoming overseers.

d. becoming drivers.

e. destroying crops.

OBJ: 5. Analyze how enslaved peoples responded to the inhumanity of their situation.

NAT: Historical Period

TOP: The Lure of Freedom

MSC: Understanding

ESSAY

1. How important was slavery to the economy of the Old South? Discuss its effects on agriculture, industry, and any other relevant aspect of the South.

Answers will vary.

2. Describe the classes within white society in the Old South. What role did each play in southern culture?

Answers will vary.

3. Discuss the difference between African American lives as plantation slaves, urban slaves, and free blacks.

Answers will vary.

4. Describe the various ways the South was distinct from the rest of the United States in the early to mid–nineteenth century. Include the aspect of myths versus reality in the southern mind.

Answers will vary.

5. How did African Americans respond to the inhumanity of life as slaves?

Answers will vary.

MATCHING

Match each person with one of the following descriptions.

a. Plotted a slave revolt near Richmond

b. Was an abolitionist who portrayed southern planters as brutal rapists

c. Was Thomas Jefferson’s nephew and killed a rebellious slave in front of other slaves as a warning to them

d. Was a plantation mistress and a critic of the plantation system

e. Declared that “Cotton is King”

f. Coined the term “peculiar institution” to refer to slavery

g. Led the largest slave revolt in American history, just north of New Orleans

h. Led a slave revolt in 1831 in a rural area of Virginia

i. Was a successful free black who owned land and slaves

j. Escaped slavery in Maryland

1. Mary Chestnut

2. Lilburn Lewis

3. Harriet Beecher Stowe

4. Gabriel Prosser

5. Charles Deslondes

6. Nat Turner

7. John C. Calhoun

8. James Henry Hammond

9. Frederick Douglass

10. William Johnson