Question 1

What types of arguments did blacks use at conventions to try to persuade whites to give them more rights?

Accepted Answer

A)  They reminded whites that blacks disdained America because of slavery. 
B)  They asked for free land. 
C)  They asked that whites live by the terms of the Declaration of Independence. 
D)  They said they would be content with being subservient, but wanted freedom. 
A)  They reminded whites that blacks disdained America because of slavery. 
B)  They asked for free land. 
C)  They asked that whites live by the terms of the Declaration of Independence. 
D)  They said they would be content with being subservient, but wanted freedom. C

Question 2

Which of the following is true about racially integrated schools in the South in the decades following Reconstruction?

Accepted Answer

A)  Because of limitations to funding, the first schools after Reconstruction were generally integrated, although students attended separate classrooms that were divided by race. 
B)  No integrated schools were established immediately after Reconstruction. 
C)  Racially integrated schools faced very high levels of violence from whites. 
D)  Only Upper South states had racially integrated schools. 
A)  Because of limitations to funding, the first schools after Reconstruction were generally integrated, although students attended separate classrooms that were divided by race. 
B)  No integrated schools were established immediately after Reconstruction. 
C)  Racially integrated schools faced very high levels of violence from whites. 
D)  Only Upper South states had racially integrated schools. B

Question 3

What purpose did churches serve for African Americans?

Accepted Answer

A)  The church allowed African Americans to comingle with whites. 
B)  The church filled spiritual needs in difficult times and allowed for the development of black music. 
C)  Because the church was a very wealthy institution, it often provided loans to its members, helping them through difficult times. 
D)  The church provided an area for white leadership to develop and for the development of white culture and ideas. 
A)  The church allowed African Americans to comingle with whites. 
B)  The church filled spiritual needs in difficult times and allowed for the development of black music. 
C)  Because the church was a very wealthy institution, it often provided loans to its members, helping them through difficult times. 
D)  The church provided an area for white leadership to develop and for the development of white culture and ideas. B

Question 4

What were some of the limitations of black teachers in the South?

Accepted Answer

A)  They were often former house slaves and had no knowledge about the lives of agricultural workers. 
B)  They were often poorly educated themselves. 
C)  They were highly educated and frequently became very frustrated with their students. 
D)  They had some education but were generally forced into teaching; therefore, they put little effort into their teaching. 
A)  They were often former house slaves and had no knowledge about the lives of agricultural workers. 
B)  They were often poorly educated themselves. 
C)  They were highly educated and frequently became very frustrated with their students. 
D)  They had some education but were generally forced into teaching; therefore, they put little effort into their teaching.

Question 5

Although freedmen appreciated the dedication of the black teachers affiliated with northern missionary societies,they usually preferred white teachers in their schools.

Accepted Answer

A) True 
 B)False

Question 6

In what ways did black sit-ins and strikes reflect black attitudes about rights during Reconstruction?

Accepted Answer

Black sit-ins and strikes during Reconst

Question 7

The operations of the African Methodist Episcopal (AME)Church provide a poor example of black self-help efforts in the arena of religion during Reconstruction.

Accepted Answer

A) True 
 B)False

Question 8

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

Accepted Answer

The ideal answer should:
1.Define the bl

Question 9

What was a common feature of many sharecropping agreements?

Accepted Answer

A)  Most of the time landowners accepted a share of the crop for rent. 
B)  Sharecropping agreements spelled out blacks' rights to vote and other constitutional rights. 
C)  Landowners prevented blacks from growing cotton. 
D)  Laborers could quit or strike. 
A)  Most of the time landowners accepted a share of the crop for rent. 
B)  Sharecropping agreements spelled out blacks' rights to vote and other constitutional rights. 
C)  Landowners prevented blacks from growing cotton. 
D)  Laborers could quit or strike.

Question 10

How do events in New Orleans in July 1866 reflect the tenor of race relations in southern cities at that time?

Accepted Answer

A)  Whites resisted the attempts of frustrated blacks to leave the South. 
B)  Whites created integrated organizations to peacefully unite with freed slaves in churches. 
C)  Whites resisted black efforts at gaining equality and resorted to mob action and murder. 
D)  Whites wanted to assist blacks in gaining rights, but blacks resisted their efforts with violence. 
A)  Whites resisted the attempts of frustrated blacks to leave the South. 
B)  Whites created integrated organizations to peacefully unite with freed slaves in churches. 
C)  Whites resisted black efforts at gaining equality and resorted to mob action and murder. 
D)  Whites wanted to assist blacks in gaining rights, but blacks resisted their efforts with violence.

Question 11

Democrats swept the 1866 congressional elections and achieved two-thirds majorities in the House and Senate.

Accepted Answer

A) True 
 B)False

Question 12

In what ways is the passage of the Freedmen's Bureau Bill and the Civil Rights Bill of 1866 linked to President Andrew Johnson?

Accepted Answer

The ideal answer should:
1.Define Johnso

Question 13

Senator Lyman Trumbull early 1866 proposal made citizens of all persons born in the United States,except __________,and entitled them to rights protected by the U.S.government.

Accepted Answer

The answer of Senator Lyman Trumbull early 1866 proposal made...

Question 14

What form did violence take in the South in the first months after the Civil War ended?

Accepted Answer

A)  It was used only against individuals, when whites saw blacks as violating the racial order. 
B)  It primarily comprised mobs of whites lynching black men. 
C)  It mainly comprised blacks attacking whites 
D)  It was widespread and took many forms at many levels of brutality. 
A)  It was used only against individuals, when whites saw blacks as violating the racial order. 
B)  It primarily comprised mobs of whites lynching black men. 
C)  It mainly comprised blacks attacking whites 
D)  It was widespread and took many forms at many levels of brutality.

Question 15

How is the Southern Homestead Act an example of reconstruction land policies passed by Congress?

Accepted Answer

A)  The land was sold at high prices to elite black families. 
B)  The land was of high quality and black farmers developed it into tobacco fields. 
C)  The land was of poor quality and unsuitable for farming. 
D)  None of the land was made available to black families. 
A)  The land was sold at high prices to elite black families. 
B)  The land was of high quality and black farmers developed it into tobacco fields. 
C)  The land was of poor quality and unsuitable for farming. 
D)  None of the land was made available to black families.

Question 16

Who became president after Abraham Lincoln was assassinated?

Accepted Answer

A)  Lyndon Johnson 
B)  Andrew Johnson 
C)  John Danielson 
D)  William Sherman 
A)  Lyndon Johnson 
B)  Andrew Johnson 
C)  John Danielson 
D)  William Sherman

Question 17

How were the concepts of freedom and education interrelated in the minds of blacks after the Civil War?

Accepted Answer

A)  to become free meant that education could be postponed until later in life? 
B) 	to become educated meant that one was free to exploit other blacks 
C)  to remain illiterate was to remain enslaved 
D)  to seek an education was to waste the time that freedom provided 
A)  to become free meant that education could be postponed until later in life? 
B) 	to become educated meant that one was free to exploit other blacks 
C)  to remain illiterate was to remain enslaved 
D)  to seek an education was to waste the time that freedom provided

Question 18

Major Martin R.__________ was a black military officer who worked with the freedmen in the South Carolina Sea Islands during Reconstruction.

Accepted Answer

The answer of Major Martin R.__________ was a black military...

Question 19

What was the sentiment of northern teachers,black or white,who came to the South to teach?

Accepted Answer

A)  They rarely felt any connection to their students, often simply coming South for the paycheck. 
B)  They maintained full respect for their students' lack of knowledge. 
C)  Some emphasized teaching cleanliness and manners over academic subjects. 
D)  They often came from Europe to teach in the South. 
A)  They rarely felt any connection to their students, often simply coming South for the paycheck. 
B)  They maintained full respect for their students' lack of knowledge. 
C)  Some emphasized teaching cleanliness and manners over academic subjects. 
D)  They often came from Europe to teach in the South.

Question 20

What were some characteristics of sharecropping agreements? How were they fashioned in a particular manner to benefit white land owners?

Accepted Answer

The ideal answer should:
1.Explain that

Exam 12: The Meaning of Freedom: The Promise of Reconstruction

What types of arguments did blacks use at conventions to try to persuade whites to give them more rights?

Which of the following is true about racially integrated schools in the South in the decades following Reconstruction?

What purpose did churches serve for African Americans?

What were some of the limitations of black teachers in the South?

Although freedmen appreciated the dedication of the black teachers affiliated with northern missionary societies,they usually preferred white teachers in their schools.

In what ways did black sit-ins and strikes reflect black attitudes about rights during Reconstruction?

The operations of the African Methodist Episcopal (AME)Church provide a poor example of black self-help efforts in the arena of religion during Reconstruction.

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

What was a common feature of many sharecropping agreements?

How do events in New Orleans in July 1866 reflect the tenor of race relations in southern cities at that time?

Democrats swept the 1866 congressional elections and achieved two-thirds majorities in the House and Senate.

In what ways is the passage of the Freedmen's Bureau Bill and the Civil Rights Bill of 1866 linked to President Andrew Johnson?

Senator Lyman Trumbull early 1866 proposal made citizens of all persons born in the United States,except __________,and entitled them to rights protected by the U.S.government.

What form did violence take in the South in the first months after the Civil War ended?

How is the Southern Homestead Act an example of reconstruction land policies passed by Congress?

Who became president after Abraham Lincoln was assassinated?

How were the concepts of freedom and education interrelated in the minds of blacks after the Civil War?

Major Martin R.__________ was a black military officer who worked with the freedmen in the South Carolina Sea Islands during Reconstruction.

What was the sentiment of northern teachers,black or white,who came to the South to teach?

What were some characteristics of sharecropping agreements? How were they fashioned in a particular manner to benefit white land owners?

Africa

Middle Passage

Black People in Colonial North America

Rising Expectations: African Americans and the Struggle for Independence

African Americans in the New Nation

Life in the Cotton Kingdom

Free Black People in Antebellum America

Opposition to Slavery

Let Your Motto Be Resistance

And Black People Were at the Heart of It”

Liberation: African Americans and the Civil War

The Meaning of Freedom: The Failure of Reconstruction

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

African Americans Challenge White Supremacy

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

African Americans and the 1920s

Black Protest, the Great Depression, and the New Deal

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

The World War II Era and the Seeds of a Revolution

The Freedom Movement

Black Nationalism, Black Power, Black Arts

African Americans in the Twenty First Century

The Triumph of Black Politics: 1980 to the Present

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