A) Denmark Vessey.
B) Hinton R. Helper.
C) George Fitzhugh.
D) Daniel Webster.
E) Nat Turner.
A) the place it held in the southern economy.
B) the South’s lack of moral sensitivity.
C) the willingness of slaves to submit to the system.
D) the North’s lack of interest in the problem.
E) the constant supply of slaves from Africa.
A) birth order and family heritage.
B) ties to prominent, English families.
C) class and caste.
D) the region of the South where one lived.
E) the amount of land one owned.
A) one quarter of white southerners owned slaves.
B) almost all southerners owned at least one slave.
C) only the upper class were slave owners.
D) the percentage of whites owning slaves was increasing.
E) 30 percent of white southerners owned slaves.
A) plantation size.
D) national origins.
E) ties to England.
A) About ten percent of southern blacks were free.
B) Within slave society, there were status differences between field hands and house servants.
C) Some slaves worked in urban, industrialized settings.
D) Because all were victims of race prejudice, status differences within the black community did not lead to class conflict.
E) Most blacks shared the goal of ending slavery.
A) on farms.
B) in mines and small factories.
C) in small southern towns.
D) on plantations.
E) in large southern cities.
A) the God-ordained supremacy of whites.
C) the work ethic.
E) their superiority to Native Americans.
A) was supported by the white society.
B) was nonexistent on most plantations.
C) was protected by the legal system.
D) emphasized kinship and mutual affection.
E) was always matriarchal.
B) the nuclear family
C) the extended family
D) matriarchal family
E) African family structures
A) kinship networks.
B) a common language.
C) the encouragement of slave owners.
D) written documents.
A) the Underground Railroad.
B) the black church.
C) a pre-war version of the Ku Klux Klan.
D) a clandestine network of voodoo practitioners.
E) a secret organization of southern white abolitionists
B) political activity.
E) a shared language.
A) eventual deliverance from slavery.
B) political themes.
C) open protest of slavery.
D) acceptance of the condition of slavery.
E) a rejection of worldly pleasures and temptations.
A) Denmark Vesey.
B) Stephen Douglas.
C) Nat Turner.
D) Gabriel Prosser.
E) Bob Ferebee.
A) showed how a fugitive slave could find safe haven in the underbrush.
B) were fantasies which enabled slaves to forget their harsh lot for a while.
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.
A) political protest.
B) open, armed rebellion.
C) passive resistance.
D) participation in conspiracies.
E) organizing boycotts.
A) slavery was to be accepted.
B) cunning and deceit worked effectively.
C) the master was supreme.
D) open rebellion was an acceptable tactic.
E) returning to Africa was the only way out of the slave system.
A) most slaves rebelled against their masters.
B) many escaped slaves hiding in Florida actually fought with the Native Americans against U.S. soldiers.
C) slaves slaughtered Seminole Indians in large numbers.
D) whites killed their slaves in fear of an alliance between slaves and Native Americans.
E) escaped slaves hiding in Florida were returned to their owners.
A) a married man.
B) a young, unmarried man.
C) a married woman.
D) a young, unmarried woman.
A) Frederick Douglass
B) Nat Turner
C) Denmark Vesey
D) David Walker
E) John Brown
A) were almost nonexistent.
B) were readily accepted.
C) could vote in all northern states.
D) had few serious problems.
E) were treated as social outcasts.
A) being forced to register or have a white guardian who was responsible for their actions.
B) being required to carry documentation of their free status at all times.
C) being vulnerable t o re-enslavement through vagrancy or apprenticeship laws.
D) having their attempts to hold meetings or form organizations blocked by the authorities.
E) having to get official permission to move from one county to another.
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.
A) owned at least one slave.
B) were nonslaveholding yeoman farmers.
C) were poor people who sympathized with the slaves.
D) owned at least five slaves.
E) favored abolishing slavery as a means of breaking the power of the planter elite.
A) slave behavior and culture.
B) southern politics.
C) good business and accounting practices.
D) labor practices.
E) current agricultural practices.
A) hard-working and industrious.
B) children who required constant supervision.
C) skilled and motivated.
D) dangerous malcontents.
E) mere property.
A) lived under much worse conditions.
B) lived under similar conditions.
C) experienced more problems with their owners.
D) had higher literacy rates.
E) enjoyed a higher standard of living.
A) ensure that they could work hard and bear children.
B) meet the requirements of federal law.
C) lessen the probability of slave revolts.
D) meet southern Christian ethical requirements.
E) maintain good standing in the white community.
A) a slave owner.
C) proud and self-reliant.
D) much different from his northern counterpart.
E) a squatter on unproductive land.
A) in the back-country of the South.
B) near southern cities.
C) clustered around the large plantations.
D) evenly spread throughout the region.
E) along the Gulf Coast.
A) money crops.
C) transportation facilities.
D) educational facilities.
E) focus on building large enterprises.
A) were staunchly against slavery.
B) listened sympathetically to abolitionist protests.
C) paid little attention to the slave system.
D) tolerated slavery.
E) directly benefited from the slave system.
A) John C. Calhoun
B) Denmark Vesey
C) Hinton R. Helper
D) Harriet Beecher Stowe
E) Will Campbell
A) their economic livelihood depended on it.
B) they feared and disliked African Americans.
C) of their desire to become slave owners.
D) they could not participate in the political process.
E) of their fear of the slave owners.
A) the natural status for blacks.
B) sanctioned by the Bible.
C) mandated by the United States Constitution.
D) consistent with the humanitarian spirit.
E) eventually going to become unnecessary.
employer-worker relationships because
A) it offered more opportunities for job training.
B) it was actually a freer relationship.
C) it emphasized cultural identities in a segregated environment.
D) it afforded greater long-term security.
E) it included women in the work force.
A) increasing industrialization and agricultural diversification in the region.
B) growing moral outrage against slavery in the region.
C) passage of federal laws restricting slavery in the area.
D) effectiveness of the abolitionist movement in the region.
E) lower slave birth rates.
A) farmers in Virginia and Maryland switched over to cotton and rice production.
B) farmers in Virginia and Maryland 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.
increasing importance of
C) long-staple cotton.
D) sugar cane.
E) short-staple cotton.
A) required little labor.
B) required skilled labor.
C) required intensive, simple labor.
D) allowed for seasonal variation in labor needs.
E) could be virtually ignored during the growing season.
B) cotton gin.
C) cotton reaper.
D) steel plow.
E) mechanical seed planter.
A) remained in the Southeast.
B) moved northward.
C) stabilized in Alabama and Mississippi.
D) shifted rapidly westward.
E) was in Georgia.
A) It was instrumental in creating the cotton agriculture in the south and in revitalizing
slavery as an economically viable institution.
B) It made it possible for one slave to do the work of several while producing large quantities of clean cotton fiber each workday.
C) An affordable machine to manufacture, it separated cotton seeds from the fibers.
D) It was invented in 1863.
E) It turned cotton into the most important agriculture product grown in the south and
America’s most important export crop.
A) Many planters worked their land until it was exhausted.
B) Changes in the price of cotton were relatively insignificant between 1830 and 1860.
C) Cotton was a major export for the South, but relatively unimportant to the national
D) both A and B
E) both B and C
A) brought uniform prosperity to the region.
B) was free from market fluctuations.
C) did not create uniform prosperity throughout the region.
D) led to greater southern self-sufficiency.
E) constantly grew.
A) Stephen Douglas.
B) Daniel Webster.
C) Robert Fogel.
D) J. D. B. DeBow.
E) William Gregg.
A) decreased the southern dependence on the North.
B) hindered industrialization in the South.
C) facilitated economic self-sufficiency in the South.
D) led to industrialization in the South.
E) encouraged more whites to work as plantation laborers.
efficient and profitable than previously thought.
profits of the cotton economy.
plantations in the lower South.