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| 1 | |
What were black laws? |
| | A) | laws which discouraged or prohibited free black migration into a state |
| | B) | laws which required all blacks, free or slave, to carry a pass if they were on public property |
| | C) | laws which forbade interracial marriage |
| | D) | laws which provided for separate educational institutions for black children |
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| 2 | |
What did author Alexis de Tocqueville note about race relations in states where slavery had never existed? |
| | A) | It was not an issue of great importance. |
| | B) | Racial intolerance was extreme. |
| | C) | Race relations were dependent upon the number of blacks who had been part of the population who initially settled the area. |
| | D) | Race relations were good, since most people, of any race, were focused on establishing themselves. |
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| 3 | |
By what date had most northern states disfranchised black voters? |
| | A) | 1810 |
| | B) | 1820 |
| | C) | 1830 |
| | D) | 1840 |
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| 4 | |
In 1830, the free blacks accounted for 2.5 percent of the U.S. population. What was that percentage in 1860? |
| | A) | .5 |
| | B) | 1.2 |
| | C) | 1.6 |
| | D) | 3.8 |
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| 5 | |
Who were Jim Crow and Zip Coon? |
| | A) | minstrel figures promoted as stereotypical black Americans |
| | B) | the founders of the first touring minstrel show in America |
| | C) | European—primarily French—caricatures of black Americans |
| | D) | caricatures of black Americans first seen in Harper's Weekly |
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| 6 | |
What argument did craniology put forth to explain racial differences? |
| | A) | that black people had larger hands, indicating their "talent" for manual labor |
| | B) | that the Bible clearly identified blacks as "sons of Hamm," destined for servitude |
| | C) | that black people's brains were smaller than whites', and blacks were therefore less intelligent |
| | D) | that black people who excelled in the arts and/or sciences were "aberrations" of nature who must, by definition, have more "white blood" than they realized |
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| 7 | |
What word or phrase was described by black essayist Hosea Easton as flowing "from the fountain of purpose to injure"? |
| | A) | "nigger" |
| | B) | "Jim Crow" |
| | C) | "Negro" |
| | D) | "colored person" |
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| 8 | |
After three days of antiblack violence in 1829, blacks moved from ________ to Canada, even though most soon returned. |
| | A) | New York |
| | B) | Cincinnati |
| | C) | Boston |
| | D) | New Haven, Connecticut, |
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| 9 | |
Which of the following best describes the conditions free blacks faced in the antebellum era? |
| | A) | The North may have had its own bigotry and violence, but at least there free blacks could organize and agitate for their rights. |
| | B) | There was no safe place for free blacks in the entire nation, so living in the South was really no different from living in the North. |
| | C) | The North was a haven from the daily violence, discrimination, and sometimes outright terror they faced in the South. |
| | D) | The South was actually preferable to the North, simply because of the larger black population, which offered some protection. |
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| 10 | |
If you were a free black person in antebellum Georgia, and you violated the laws which determined where you could go and what proof of your freedom you had to carry on your person, what was likely to happen to you? |
| | A) | You would be thrown in jail until you could pay your fine, which would likely never happen since it was so high. |
| | B) | It is unlikely you would be able to pay the high fine, which would mean you would be sold into slavery. |
| | C) | You would be required to find at least two white people who would swear before a judge that you were free, a situation that was unlikely. |
| | D) | Your possessions would be seized and sold in order to pay the high fine, probably leaving you with nothing of value. |
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| 11 | |
Where was the largest proportion of free black and skilled positions in the antebellum era located? |
| | A) | the North |
| | B) | the Midwest |
| | C) | the far West |
| | D) | the Lower South |
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| 12 | |
In the antebellum era, 18.8 percent of whites in the Lower South owned property. What percentage of free blacks owned property? |
| | A) | 11.7 |
| | B) | 9.8 |
| | C) | 17.9 |
| | D) | 3.2 |
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| 13 | |
David Walker was a brilliant black essayist and activist and was a leader in his Boston community. What was his profession? |
| | A) | lawyer |
| | B) | dentist |
| | C) | tailor and second-hand clothing dealer |
| | D) | He had none, beyond being a writer. |
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| 14 | |
In general, how did New York's black elite view the city's black lower classes? |
| | A) | with contempt |
| | B) | with a sort of paternal affection |
| | C) | with a generosity of spirit |
| | D) | with patience, blaming lack of access to education as their only real vice |
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| 15 | |
In Philadelphia in the 1830s and 1840s, the top 10 percent of the free black population owned ________ percent of the city's black-owned wealth. |
| | A) | 5 |
| | B) | 30 |
| | C) | 50 |
| | D) | 70 |
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| 16 | |
What kind of organization was Baltimore's Star in the East Association? |
| | A) | mutual aid |
| | B) | fraternal |
| | C) | religious |
| | D) | social |
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| 17 | |
Who wrote Our Nig; Or Sketches From the Life of a Free Black (1859)? |
| | A) | George Moses Horton |
| | B) | Frances Ellen Watkins Harper |
| | C) | Harriet E. Wilson |
| | D) | Daniel Alexander Payne |
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| 18 | |
On the eve of the Civil War, black children in the North who wanted an education would most likely |
| | A) | be unable to find a formal educational institution that would accept them. |
| | B) | attend racially segregated schools. |
| | C) | attend racially integrated schools. |
| | D) | attend black-only schools that, by law, had to have funding equal to that of white schools. |
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| 19 | |
On the eve of the Civil War, southern public schools |
| | A) | were nonexistent. |
| | B) | were racially segregated. |
| | C) | were not open to blacks. |
| | D) | were integrated in theory, but the small free-black population meant that almost no black children attended them. |
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| 20 | |
In the antebellum era, if free black persons in the North wanted higher education, |
| | A) | there were an increasing number of institutions open to them. |
| | B) | there was no institution which would admit them, but they could attend special lectures for no credit. |
| | C) | they would have to go to Europe or Canada to find an institution that would admit them. |
| | D) | they could attend almost any college in the region, since there were no laws preventing them from doing so. |
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| 21 | |
The 1853 three-day conference that resulted in the founding of the National Council of Colored People was held in |
| | A) | Cleveland. |
| | B) | Rochester. |
| | C) | Philadelphia. |
| | D) | Atlanta. |
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| 22 | |
When did the black convention movement reach its peak? |
| | A) | 1830s |
| | B) | 1840s |
| | C) | 1850s |
| | D) | early 1860s |
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| 23 | |
By the 1830s, black Americans preferred to call themselves |
| | A) | "colored people." |
| | B) | "people of color." |
| | C) | "Colored Americans." |
| | D) | All of these were equally acceptable terms. |
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| 24 | |
What biblical story served as a source of inspirational imagery for both the antebellum slave and free-black communities? |
| | A) | Daniel in the lion's den |
| | B) | Exodus |
| | C) | the good Samaritan |
| | D) | the road to Damascus |
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| 25 | |
What black woman, one of the earliest and most outspoken advocates of women's rights and abolition, defied the "domestic sphere" assigned to women of both races and lectured to mixed male-female audiences? |
| | A) | Jarena Lee |
| | B) | Maria W. Stewart |
| | C) | a young woman known only as "Matilda" |
| | D) | Isabella Van Wagenen |
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| 26 | |
What black woman, famous for exposing the socially constructed character of gender, is credited with asking the famous question, "Ar'n't I a woman?" |
| | A) | Maria W. Stewart |
| | B) | Sojourner Truth |
| | C) | Frances Dana Gage |
| | D) | Jarena Lee |
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| 27 | |
Where did the American Colonization Society resettle the majority of black Americans who emigrated under its auspices? |
| | A) | throughout the Caribbean |
| | B) | in Liberia |
| | C) | in Cuba |
| | D) | in Canada |
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| 28 | |
Based on what reason did William Lloyd Garrison begin to criticize the colonization movement in the 1830s? |
| | A) | the determination of free blacks to claim the U.S. as their own |
| | B) | the appalling conditions in Liberia |
| | C) | his decision to run for office; he thought it would be politically savvy |
| | D) | the disintegration of the American Colonization Society |
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| 29 | |
How did black leaders view the issue of colonization? |
| | A) | They were divided. |
| | B) | They overwhelmingly supported it. |
| | C) | They overwhelmingly criticized it. |
| | D) | It depended upon region; northern leaders supported it, while southern leaders did not. |
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| 30 | |
Who was the most acclaimed advocate of emigration, though he was hostile to the American Colonization Society? |
| | A) | Martin R. Delany |
| | B) | Frederick Douglass |
| | C) | Samuel Ringgold Ward |
| | D) | Thomas Cary |
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