Question 1

Who was Hampton Institute's most famous and prized student?

Accepted Answer

Booker T.

Question 2

Which church was the only significant one in early twentieth century America that was truly interracial in nature?

Accepted Answer

A)  the Baptist Church 
B)  the Pentecostal Church 
C)  the Methodist Church 
D)  the African Episcopalian Methodist Church 
A)  the Baptist Church 
B)  the Pentecostal Church 
C)  the Methodist Church 
D)  the African Episcopalian Methodist Church

Question 3

How was Booker T. Washington's message received by whites?

Accepted Answer

A)  Washington became a wanted man for his messages to blacks about social equality. 
B)  Whites embraced his non-threatening acceptance of white superiority, and many supported him financially. 
C)  Whites generally ignored Washington. 
D)  Whites tended to support Washington's critics, rather than Washington. 
A)  Washington became a wanted man for his messages to blacks about social equality. 
B)  Whites embraced his non-threatening acceptance of white superiority, and many supported him financially. 
C)  Whites generally ignored Washington. 
D)  Whites tended to support Washington's critics, rather than Washington.

Question 4

What black college did Booker T. Washington found in 1872?

Accepted Answer

A)  Hampton Institute 
B)  Tuskegee Institute in Alabama 
C)  University of Alabama 
D)  Washington State University 
A)  Hampton Institute 
B)  Tuskegee Institute in Alabama 
C)  University of Alabama 
D)  Washington State University

Question 5

What was the "white man's burden"?

Accepted Answer

A)  the far greater benefits of wealth that white men had 
B)  the burden of political power and technological development 
C)  the duty of superior, more civilized white countries to educate and bring culture to backward, inferior races 
D)  a belief of some radical blacks that whites were actually the inferior race 
A)  the far greater benefits of wealth that white men had 
B)  the burden of political power and technological development 
C)  the duty of superior, more civilized white countries to educate and bring culture to backward, inferior races 
D)  a belief of some radical blacks that whites were actually the inferior race

Question 6

Why did most strikes fail during the late nineteenth century?

Accepted Answer

A)  Government and the police helped the businessmen over the workers. 
B)  Unions were very new, and really had no organization. 
C)  Unions had very few members until the twentieth century, as few were interested. 
D)  Government forbid all unions until 1934, so the only unions available were underground organizations. 
A)  Government and the police helped the businessmen over the workers. 
B)  Unions were very new, and really had no organization. 
C)  Unions had very few members until the twentieth century, as few were interested. 
D)  Government forbid all unions until 1934, so the only unions available were underground organizations.

Question 7

Why is Madam C. J. Walker significant?

Accepted Answer

A)  She was a wealthy aristocrat from France, who financially supported black protest against segregation. 
B)  She was an influential author and poet. 
C)  She became a very wealthy businesswoman, selling a hair-care product to black women. 
D)  She was the first African-American woman to vote. 
A)  She was a wealthy aristocrat from France, who financially supported black protest against segregation. 
B)  She was an influential author and poet. 
C)  She became a very wealthy businesswoman, selling a hair-care product to black women. 
D)  She was the first African-American woman to vote.

Question 8

What did the National Colored Labor Union, organized in 1869, emphasize for its members?

Accepted Answer

A)  It was only in existence a short time, because it emphasized pushing for the right to vote. 
B)  The NCLU organized many strikes, which, although unsuccessful, succeeded in bringing attention to black issues and discrimination. 
C)  The only solution to the black labor problem was a move to Africa to start fresh. 
D)  They should not go on strike and should work hard, because whites were just going to take advantage of them. 
A)  It was only in existence a short time, because it emphasized pushing for the right to vote. 
B)  The NCLU organized many strikes, which, although unsuccessful, succeeded in bringing attention to black issues and discrimination. 
C)  The only solution to the black labor problem was a move to Africa to start fresh. 
D)  They should not go on strike and should work hard, because whites were just going to take advantage of them.

Question 9

What skills were stressed for blacks and Native Americans at the Hampton Normal and Agricultural Institute?

Accepted Answer

A)  critical, analytical thinking in traditional liberal arts areas 
B)  the Hampton School was actually a training ground for future lawyers 
C)  learning hard work in a trade, Christian morality, and middle-class values 
D)  they were learning how to live life in African colonies 
A)  critical, analytical thinking in traditional liberal arts areas 
B)  the Hampton School was actually a training ground for future lawyers 
C)  learning hard work in a trade, Christian morality, and middle-class values 
D)  they were learning how to live life in African colonies

Question 10

What was the Spanish-American War about?

Accepted Answer

A)  America wanted to liberate Cuba from Spanish control. 
B)  America wanted to capture the Philippines. 
C)  America wanted portions of Canada, occupied at that time by the Spanish. 
D)  America was attempting to gain control of portions of Spanish Africa. 
A)  America wanted to liberate Cuba from Spanish control. 
B)  America wanted to capture the Philippines. 
C)  America wanted portions of Canada, occupied at that time by the Spanish. 
D)  America was attempting to gain control of portions of Spanish Africa.

Question 11

What did the American Federation of Labor think about black involvement in unions?

Accepted Answer

A)  It had a very open membership, and allowed any worker into its ranks. 
B)  It refused entry to blacks or women. 
C)  It allowed black men into the union, but not black women. 
D)  It only allowed factory workers of any race, not agricultural workers, and therefore excluded a large portion of blacks. 
A)  It had a very open membership, and allowed any worker into its ranks. 
B)  It refused entry to blacks or women. 
C)  It allowed black men into the union, but not black women. 
D)  It only allowed factory workers of any race, not agricultural workers, and therefore excluded a large portion of blacks.

Question 12

What tactic did whites in Atlanta not use to break the widespread washerwomen's strike in 1881?

Accepted Answer

A)  They arrested some of the strike leaders for disorderly conduct. 
B)  They threatened to force black women to purchase business licenses. 
C)  They brought in convict labor to perform washing duties for white Atlantans. 
D)  All of these are correct. 
A)  They arrested some of the strike leaders for disorderly conduct. 
B)  They threatened to force black women to purchase business licenses. 
C)  They brought in convict labor to perform washing duties for white Atlantans. 
D)  All of these are correct.

Question 13

What difficulty did black children not face in trying to get an education in the late nineteenth century?

Accepted Answer

A)  In rural areas, schools were open for very limited amounts of time. 
B)  Often, children were required to assist parents with agricultural work. 
C)  Almost no black high schools existed in the South-education was limited to primary levels only. 
D)  The South gave funding to black schools, but since they wanted black children to be taught to be submissive, black communities refused the money. 
A)  In rural areas, schools were open for very limited amounts of time. 
B)  Often, children were required to assist parents with agricultural work. 
C)  Almost no black high schools existed in the South-education was limited to primary levels only. 
D)  The South gave funding to black schools, but since they wanted black children to be taught to be submissive, black communities refused the money.

Question 14

What were some of the differences between life for a black soldier and life for a white soldier?

Accepted Answer

A)  Black soldiers faced long hours of boredom and inactivity. 
B)  Black soldiers deserted more frequently, because of poor treatment. 
C)  Blacks received far worse food rations, equipment, and horses. 
D)  Black soldiers always went to fight on the front, so that whites could be safe. 
A)  Black soldiers faced long hours of boredom and inactivity. 
B)  Black soldiers deserted more frequently, because of poor treatment. 
C)  Blacks received far worse food rations, equipment, and horses. 
D)  Black soldiers always went to fight on the front, so that whites could be safe.

Question 15

What was the "Brownsville incident"?

Accepted Answer

A)  an incident where black troops were accused of raping a white woman 
B)  a shooting match in the Texas border town, where blacks were blamed 
C)  an effort by white troops to murder an entire black battalion, and leave them for dead 
D)  an incident where black troops were prosecuted for stealing cattle, although they had been given no rations that month 
A)  an incident where black troops were accused of raping a white woman 
B)  a shooting match in the Texas border town, where blacks were blamed 
C)  an effort by white troops to murder an entire black battalion, and leave them for dead 
D)  an incident where black troops were prosecuted for stealing cattle, although they had been given no rations that month

Question 16

At the Chicago World's Columbian Exposition:

Accepted Answer

A)  African American colleges displayed exhibits with academic work, skilled work by students, and photos of the campuses. 
B)  African nations were portrayed as more advanced than stereotypically thought. 
C)  African Americans were only allowed into the fair on certain days when whites weren't there. 
D)  The fair was welcomed and promoted by all African Americans. 
A)  African American colleges displayed exhibits with academic work, skilled work by students, and photos of the campuses. 
B)  African nations were portrayed as more advanced than stereotypically thought. 
C)  African Americans were only allowed into the fair on certain days when whites weren't there. 
D)  The fair was welcomed and promoted by all African Americans.

Who was Hampton Institute's most famous and prized student?

Which church was the only significant one in early twentieth century America that was truly interracial in nature?

How was Booker T. Washington's message received by whites?

What black college did Booker T. Washington found in 1872?

What was the "white man's burden"?

Why did most strikes fail during the late nineteenth century?

Why is Madam C. J. Walker significant?

What did the National Colored Labor Union, organized in 1869, emphasize for its members?

What skills were stressed for blacks and Native Americans at the Hampton Normal and Agricultural Institute?

What was the Spanish-American War about?

What did the American Federation of Labor think about black involvement in unions?

What tactic did whites in Atlanta not use to break the widespread washerwomen's strike in 1881?

What difficulty did black children not face in trying to get an education in the late nineteenth century?

What were some of the differences between life for a black soldier and life for a white soldier?

What was the "Brownsville incident"?

At the Chicago World's Columbian Exposition:

Africa

Middle Passage

Black People in Colonial North America

Rising Expectations: African Americans and the Struggle for Independence

African Americans in the New Nation, 1783-1820

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 Promise of Reconstruction

The Meaning of Freedom: the Failure of Reconstruction, 1868-1877

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

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

African Americans and the 1920s

Black Protests, the Great Depression, and the New Deal

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

The World War Ii Era and the Seeds of a Revolution, 1936-1948

The Freedom Movement

Black Nationalism, Black Power, Black Arts, 1965-1976

African Americans at the Millennium

The Triumph of Black Politics: 1980 to the Present

Filters

Exam 15: Black Southerners Challenge White Supremacy

Who was Hampton Institute's most famous and prized student?

Which church was the only significant one in early twentieth century America that was truly interracial in nature?

How was Booker T. Washington's message received by whites?

What black college did Booker T. Washington found in 1872?

What was the "white man's burden"?

Why did most strikes fail during the late nineteenth century?

Why is Madam C. J. Walker significant?

What did the National Colored Labor Union, organized in 1869, emphasize for its members?

What skills were stressed for blacks and Native Americans at the Hampton Normal and Agricultural Institute?

What was the Spanish-American War about?

What did the American Federation of Labor think about black involvement in unions?

What tactic did whites in Atlanta not use to break the widespread washerwomen's strike in 1881?

What difficulty did black children not face in trying to get an education in the late nineteenth century?

What were some of the differences between life for a black soldier and life for a white soldier?

What was the "Brownsville incident"?

At the Chicago World's Columbian Exposition:

Africa

Middle Passage

Black People in Colonial North America

Rising Expectations: African Americans and the Struggle for Independence

African Americans in the New Nation, 1783-1820

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 Promise of Reconstruction

The Meaning of Freedom: the Failure of Reconstruction, 1868-1877

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

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

African Americans and the 1920s

Black Protests, the Great Depression, and the New Deal

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

The World War Ii Era and the Seeds of a Revolution, 1936-1948

The Freedom Movement

Black Nationalism, Black Power, Black Arts, 1965-1976

African Americans at the Millennium

The Triumph of Black Politics: 1980 to the Present

Filters