Q&A Hero

Q: When analyzing the election of 1876, what conclusion can be drawn? a. Rutherford Hayes did poorly in the western states. b. The Republican Party did a good job protecting the voting rights of African-Americans in Mississippi. c. A majority of northerners wanted to enforce Reconstruction policies more stringently. d. The Republican Party had increased its support in the South. e. If Tilden had won Louisiana, Florida, or South Carolina, he would have been president. ANS: E TOP: The Overthrow of Reconstruction DIF: Difficult REF: Full pp. 584585 | Seagull pp. 600601 MSC: Applying OBJ: 4. Explain the main factors, in both the North and South, for the overthrow of Reconstruction.

Q: The Enforcement Acts, passed by Congress in 1870 and 1871, were designed to a. end Reconstruction by allowing state governments to oversee citizenship rights. b. stop the activities of terrorist groups such as the Ku Klux Klan. c. enforce the Emancipation Proclamation in the Confederate states. d. increase the authority of the Freedmens Bureau. e. eliminate racial discrimination in public spaces such as hotels and theaters. ANS: B TOP: The Overthrow of Reconstruction DIF: Moderate REF: Full p. 580 | Seagull p. 597 MSC: Remembering OBJ: 4. Explain the main factors, in both the North and South, for the overthrow of Reconstruction.

Q: Reconstruction planted the seed of a debate that would dominate the political agenda for the next half century. What was this debate about? a. gender equality b. the division between politics and religion c. the definition of the economic essence of freedom d. the minimum amount of education necessary to have the right to vote e. the validity of Native American treaties ANS: C TOP: The Overthrow of Reconstruction DIF: Easy REF: Full p. 585 | Seagull p. 601 MSC: Understanding OBJ: 4. Explain the main factors, in both the North and South, for the overthrow of Reconstruction.

Q: Why did Elizabeth Cady Stanton oppose the ratification of the Fifteenth Amendment? a. She believed that black men and immigrant men deserved the vote more than native-born white women. b. She opposed the right to vote for black men. c. Frederick Douglass also opposed it. d. It did not ban discrimination in voting based on sex. e. The American Woman Suffrage Association also opposed it. ANS: D TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 573 | Seagull p. 590 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Most of those termed scalawags during Reconstruction had been a. owners of large southern plantations before the Civil War. b. non-slaveholding white farmers from the southern upcountry prior to the Civil War. c. enslaved African-Americans before emancipation. d. Union soldiers during the war, but then they decided to stay in the South. e. Confederate officers and Confederate government officials during the Civil War. ANS: B TOP: Radical Reconstruction in the South DIF: Moderate REF: Full p. 577 | Seagull p. 594 MSC: Remembering OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: Why did Abby Kelley and Lucy Stone disagree with Elizabeth Cady Stantons opposition to the Fifteenth Amendment? a. Kelley and Stone did not believe women should be able to vote. b. Kelley and Stone thought a ban on racial discrimination was a step toward universal suffrage. c. Stanton had been a supporter of slavery and the Confederacy. d. Kelley and Stone opposed universal suffrage. e. Susan B. Anthony also disagreed with Stanton about the Fifteenth Amendment. ANS: B TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 573 | Seagull p. 590 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Southern Republicans during Reconstruction a. excluded former Confederates from their ranks. b. established the Souths first state-supported schools. c. redistributed most former plantation lands to freedmen and poor whites. d. helped elect African-American governors in four states. e. ran the most corrupt governments in American history. ANS: B TOP: Radical Reconstruction in the South DIF: Difficult REF: Full p. 577 | Seagull p. 594 MSC: Remembering OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: The Fifteenth Amendment granted blacks the right to vote. Which of the following statements accurately describes the response of African-Americans in the South to this amendment? a. Although some voted, political organization among African-Americans was rare. b. The vast majority of those eligible registered to vote. c. The Union League kept half of the population from voting. d. Most moved to the North and focused on transforming northern politics. e. The majority did not register because they distrusted the government. ANS: B TOP: Radical Reconstruction in the South DIF: Easy REF: Full p. 573 | Seagull p. 591 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: During Radical Reconstruction in the South, a. the first interracial governments in U.S. history accomplished a great deal, despite violent opposition. b. about 2,000 African-Americans held political office, but only in local governments. c. white voters provided the majority of the Republican Partys support. d. Republicans included carpetbaggers, who were white Republicans born in the South. e. Republicans included scalawags, who were white northerners who moved to the South. ANS: A TOP: Radical Reconstruction in the South DIF: Moderate REF: Full pp. 578 | Seagull pp. 594595 MSC: Understanding OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: With the beginning of Radical Reconstruction, southern African-Americans in the late 1860s and early 1870s took direct action to remedy long-standing grievances. These actions included a. sit-ins that helped to integrate horse-drawn streetcars in southern cities. b. protest marches that desegregated public school systems in all the Upper South states. c. violent attacks to intimidate Democratic voters from participating in politics. d. the creation for the first time of all-black churches. e. a series of lawsuits that resulted in the U.S. Supreme Courts declaring segregation unconstitutional. ANS: A TOP: Radical Reconstruction in the South DIF: Difficult REF: Full p. 574 | Seagull p. 591 MSC: Understanding OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: How did the abolition of slavery impact the womens rights movement in the United States? a. It led womens suffrage to first be achieved in the South before spreading to other regions. b. It led feminists to search for new ways to make the promise of free labor real for women. c. It led the Radical Republicans to take up the cause of womens rights as strongly as that of black rights. d. It led to the Fifteenth Amendment outlawing discrimination based on not only race but also gender. e. It led Elizabeth Cady Stanton and Susan B. Anthony to favor the abolitionist cause over womens rights. ANS: B TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 572 | Seagull p. 589 MSC: Analyzing OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: The idea that change comes slowly can be evidenced by what event during Reconstruction? a. After the Civil War, most slaves had to wait a long time to escape their masters. b. Women were excluded from the suffrage amendment. c. African-Americans were denied membership in churches. d. African-Americans did not get elected to political offices. e. African-Americans had no interest in having their own businesses. ANS: B TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 572 | Seagull p. 589 MSC: Applying OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Hiram Revels and Blanche K. Bruce were the first two blacks to a. become medical doctors. b. become preachers in a white church. c. be elected as mayors. d. teach at white schools. e. be part of the U.S. Senate. ANS: E TOP: Radical Reconstruction in the South DIF: Moderate REF: Full p. 575 | Seagull p. 592 MSC: Remembering OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: After the Civil War, which territory became the first to allow women to vote? a. North Carolina b. Wyoming c. Chicago d. California e. Massachusetts ANS: B TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full pp. 572573 | Seagull p. 589 MSC: Remembering OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: During Radical Reconstruction, Republican governments in the South a. passed laws to ensure plantation owners had the first claim on harvested crops. b. created the regions first state-funded systems of free public education. c. reestablished property requirements for voting. d. attracted the votes of most former Confederates who had supported the Democratic Party. e. generally reduced the number of public institutions and services. ANS: B TOP: Radical Reconstruction in the South DIF: Moderate REF: Full p. 575 | Seagull p. 591 MSC: Remembering OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: During Reconstruction, those like Elizabeth Cady Stanton and Lucy Stone who supported a womans right to vote a. all endorsed the Fifteenth Amendment even though it did not guarantee female suffrage. b. all opposed the Fifteenth Amendment because it did not guarantee female suffrage. c. found themselves divided over whether to support the Fifteenth Amendment. d. strongly supported the Fifteenth Amendment because it guaranteed female suffrage. e. refused to take a position on the Fifteenth Amendment because it did not define citizenship. ANS: C TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 573 | Seagull p. 590 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Black officeholders during Reconstruction a. were extremely rare. b. were entirely carpetbaggers and scalawags. c. helped ensure a degree of fairness for African-American citizens. d. were limited to local offices. e. demonstrated that whites had lost all of their political power in the South. ANS: C TOP: Radical Reconstruction in the South DIF: Moderate REF: Full pp. 575576 | Seagull p. 593 MSC: Understanding OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: The U.S. Supreme Courts decision in the 1873 case in which Myra Bradwell challenged an Illinois statute excluding women from practicing law a. was the first time the Court interpreted the Fourteenth Amendment as establishing gender equality. b. was a severe blow to the idea of separate spheres for men and women. c. resulted the following year in congressional passage of the groundbreaking Legal Practice Act. d. demonstrated that, while racial definitions of freedom were changing, gendered ones still existed. e. was praised by Bradwell, who went on to become the first woman on the Illinois Supreme Court. ANS: D TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 573 | Seagull p. 590 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: If a man from Maine came to live in the South as a teacher, what would he most likely be labeled as? a. a scalawag b. a teacher c. a Liberal Republican d. a carpetbagger e. an angel of mercy ANS: D TOP: Radical Reconstruction in the South DIF: Moderate REF: Full p. 576 | Seagull p. 593 MSC: Applying OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: The Fifteenth Amendment a. banned governments from denying the right to vote on the basis of race. b. guaranteed the right to vote for African-American men and women. c. declared that citizens must own at least 160 acres of land in order to vote. d. abolished slavery. e. applied only to the former Confederate states. ANS: A TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 568 | Seagull p. 585 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: In The Composite Nation (1869), what does Frederick Douglass reveal about his position toward Chinese immigrants? a. He believed America should stop welcoming immigrants, particularly Chinese. b. He assumed the tensions that existed were going to be solved only with time. c. He thought the national government should remain uninvolved. d. He believed they only had the potential to harm America in the long run. e. He condemned anti-Asian discrimination. ANS: E TOP: Who Is an American? | Primary Source Document DIF: Moderate REF: Full p. 571 | Seagull p. 588 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Republican leader Carl Schurz called the Reconstruction amendments a great Constitutional revolution because a. they transformed the Constitution into a vehicle for correcting injustices. b. the Reconstruction amendments significantly restricted the power of the federal government. c. the Reconstruction amendments allowed each state to decide what rights its residents were entitled to. d. the Bill of Rights had mainly been concerned with limiting the power of the states. e. the Bill of Rights was based on the assumption that rights required national power to enforce them. ANS: A TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 569 | Seagull p. 585 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: The Reconstruction amendments toppled the ideals of what Supreme Court decision? a. Gibbons v. Ogden b. Dred Scott v. Sandford c. Fletcher v. Peck d. Marbury v. Madison e. McCulloch v. Maryland ANS: B TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 569 | Seagull p. 586 MSC: Applying OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Which of the following is one of the central ideas in Frederick Douglasss speech The Composite Nation? a. Human rights are universal and indestructible and include the ability of people of all races to migrate freely from one place to another. b. It is not possible for African-Americans to be true Americans because the horrors of slavery were so pronounced. c. Because of its Constitution, the American government can always be trusted to govern by wisdom rather than race pride. d. African-Americans inherently have more human rights than Native Americans because they are not subject to treaties. e. Because land in the United States is scarce, African-Americans and other minority groups should consider relocating to other, more welcoming countries. ANS: A TOP: Who Is an American? | Primary Source Document Analysis DIF: Difficult REF: Full p. 571 | Seagull p. 588 MSC: Analyzing OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Despite the Fourteenth Amendment, which group was still being denied United States citizenship? a. Floridians b. Asians c. emancipated slaves d westerners e. Canadians ANS: B TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 572 | Seagull p. 587 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: How did the Reconstruction amendments change the role of government? a. The presidents who immediately followed Lincoln became even more powerful and active than he had been during the Civil War. b. The state governments became the only entity that could award citizenship. c. They set the stage for the federal government to be the protector of individual freedoms. d. The Supreme Courts role would be diminished. e. The states gained protection from an overbearing national government. ANS: C TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 569 | Seagull p. 586 MSC: Analyzing OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: The authors of the Reconstruction amendments gave the federal government the power to do which of the following? a. transfer all authority in terms of citizens rights from the nation to the states b. enforce Americans rights and act as the custodian of freedom c. transform the Constitution into a document concerned purely with federal-state relations d. pass laws to promote gender equality and the rights of Native Americans e. promote racial discrimination to a greater degree than before the Civil War ANS: B TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 569 | Seagull p. 586 MSC: Applying OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Waving the bloody shirt referred to a. a powerful symbol of Ku Klux Klan violence against African-Americans. b. a Democratic campaign prop that reminded voters that Republicans had been responsible for the Civil War. c. a Republican attempt to associate Democrats with secession and treason. d. a sign of surrender that southern whites used to signify their loss of power. e. Andrew Johnsons use of Abraham Lincolns death for political purposes. ANS: C TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 568 | Seagull p. 585 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Which of the following did the Reconstruction amendments introduce? a. womens voting rights b. segregation in public spaces c. birthright citizenship d. a land distribution plan e. separation between church and state ANS: C TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 570 | Seagull p. 586 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: For the 1868 Democratic presidential ticket, Horatio Seymour and Francis Blair Jr. had a campaign motto of a. Liberty, Equality, and the Southern Way. b. Forgive and Heal. White and Black Men Should Work Together. c. Civil Rights for All. d. This Is a White Mans Country. Let White Men Rule. e. I See More Peace and Prosperity Ahead with Real Reconstruction. ANS: D TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full pp. 568 | Seagull p. 585 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: What made the Burlingame Treaty unique? a. It was actually a declaration of war against China. b. It recognized the sovereignty of China. c. It declared all of East Asias ports to be Americas sphere of influence. d. It gave Great Britain Hong Kong. e. It ended the Opium Wars. ANS: B TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full pp. 570 | Seagull p. 587 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: The Fifteenth Amendment a. guaranteed that one could not be denied suffrage based on race. b. made states responsible for determining all voter qualifications. c. granted women the right to vote in federal but not state elections. d. was endorsed by President Andrew Johnson. e. was drafted by Susan B. Anthony. ANS: A TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 568 | Seagull p. 585 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Why did Mark Twain call Anson Burlingame a citizen of the world? a. Burlingame had dual citizenship. b. Burlingame organized a trade conference. c. Burlingame promoted Asian arts and the culture of the Pacific Ocean. d. Burlingame turned his back on his U.S. citizenship. e. Burlingame looked beyond a narrow view of citizenship. ANS: E TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 570 | Seagull p. 587 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: How do historians frequently perceive the laws and amendments introduced to the Constitution during Reconstruction? a. as unchanged from existing structures b. as equivalent to a second founding of America c. as entirely detrimental to blacks rights d. as superficial, with little impact on the status of blacks e. as focused entirely on labor rights ANS: B TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 570 | Seagull p. 587 MSC: Applying OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: The Civil Rights Bill of 1866 a. was proposed by border-state Democrats. b. provided African-Americans with the right to vote. c. defined the rights of American citizens without regard to race. d. allowed states to determine essential citizenship standards. e. won the support of President Andrew Johnson. ANS: C TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 565 | Seagull p. 581 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: What early 1868 action by Andrew Johnson sparked his impeachment by the U.S. House of Representatives? a. He fired Secretary of State William Seward, an ally of Radical Republicans. b. He vetoed a bill to extend the life of the Freedmens Bureau. c. He bribed a Republican senator to support his Reconstruction policies. d. He defiantly released a letter showing he had given support to the Confederacy in 1863. e. He allegedly violated the Tenure of Office Act. ANS: E TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 567 | Seagull p. 584 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Which of the following statements accurately describes the Civil Rights Bill of 1866? a. It gave blacks the right to vote. b. It established basic freedoms that only whites would enjoy. c. It reinstated the Black Codes. d. It established education that was compulsory for all children. e. It promoted equality before the law. ANS: E TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 565 | Seagull p. 581 MSC: Remembering OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: When assessing the impeachment of Andrew Johnson, what can be determined about this issue? a. Both Congress and the president accused the other of unconstitutional acts. b. Johnson was willing to compromise, but Congress was unwilling to listen. c. The moderate Republicans hoped in general terms to weaken the office of president. d. Johnson had little support from white southerners. e. Johnson survived being removed from office due to overwhelming support from his cabinet. ANS: A TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 567 | Seagull p. 584 MSC: Analyzing OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: The southern Black Codes a. allowed the arrest on vagrancy charges of former slaves who failed to sign yearly labor contracts. b. allowed former slaves to testify in court against whites and to serve on juries. c. were some of the first laws adopted as part of Radical Reconstruction in 1867. d. were denounced by President Johnson and declared unconstitutional by the Supreme Court. e. pleased northerners because they saw that the rule of law was returning to the South. ANS: A TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 563 | Seagull p. 579 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Why did Andrew Johnson veto the Civil Rights Bill of 1866? a. He argued it discriminated against blacks. b. He argued that blacks did not deserve the right of citizenship. c. He argued it gave too much power to the states. d. He argued it was incompatible with the Thirteenth Amendment. e. He argued it did not follow the appropriate congressional procedure. ANS: B TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 565 | Seagull p. 582 MSC: OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: Which of the following statements is true of the Reconstruction Act? a. It ended the sharecropping system. b. It established black mens legal right to vote in the former Confederacy. c. It banned the use of federal troops for enforcing civil rights laws in the southern states. d. It ended the period known as Radical Reconstruction. e. It was supported by President Johnson. ANS: B TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 567 | Seagull p. 584 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: President Andrew Johnson appointed provisional governors to southern states. How were they supposed to rule local affairs? a. by prioritizing black peoples needs b. by seeking Johnsons permission to make major decisions c. by discontinuing state conventions d. by managing local affairs as they pleased e. by forming popular assemblies to make all decisions ANS: D TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 563 | Seagull p. 579 MSC: Understanding OBJ: 3. Describe the social and political effects of Radical Reconstruction in the South.

Q: When Congress sent Andrew Johnson the Civil Rights Bill of 1866, he a. signed it, creating an irreparable breach between himself and the Republicans. b. argued that it discriminated against whites. c. contended that it gave too much authority to the states. d. won widespread public approval for his response. e. suggested that it did not go far enough to secure racial equality. ANS: B TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full pp. 565566 | Seagull p. 582 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Why was Andrew Johnson acquitted on charges of impeachment? a. Johnsons lawyers assured moderate Republicans that he would behave for the rest of his term, so several voted to acquit him. b. No one would testify against him. c. Leading Radical Republican Benjamin Wade brilliantly managed the presidents defense. d. Ulysses Grant urged Republicans to acquit Johnson because convicting him might hurt Grants chances in the presidential election. e. Many feared a constitutional crisis because, without a vice president in office, no one knew who would succeed Johnson as president. ANS: A TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 568 | Seagull pp. 584 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Which of the following statements accurately describes the Radical Republicans? a. They agreed to support President Andrew Johnson in the upcoming elections. b. They believed that the states should control all important matters. c. They accepted the idea that racial inequality was unavoidable for the time being. d. They tended to represent the ideas of southern plantation owners in Congress. e. They promoted the ideal of a strong federal government able to protect the rights of all Americans. ANS: E TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 564 | Seagull p. 580 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: In what way was Reconstruction policy a success? a. It brought suffrage for women. b. It resulted in land being given to former slaves across the South. c. It resulted in fair elections by the late 1870s in the South. d. It established an amendment promising equal protection for all. e. It industrialized the South on the same level as the North. ANS: D TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 566 | Seagull p. 582 MSC: Analyzing OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: The Black Codes a. demonstrated to many Republicans in Congress that President Johnsons Reconstruction plan was a success. b. overturned the Civil Rights Act of 1866 and the Fourteenth Amendment. c. violated free labor principles so celebrated by the North at the time. d. remained a part of southern state laws throughout Radical Reconstruction. e. were created by the Freedmens Bureau. ANS: C TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 564 | Seagull p. 580 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Which of the following statements is true of the Fourteenth Amendment? a. It abolished the principle of birthright citizenshipcitizenship for all persons born in the United States. b. It allowed states to deprive any person the right to life, liberty, or property without due process of law. c. It prohibited all states from denying equal protection of the laws to any person. d. It prevented the federal government from intervening in the states to protect the civil rights of Americans. e. It guaranteed African-American men the right to vote. ANS: C TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 566 | Seagull p. 582 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: The Fourteenth Amendment a. passed despite the opposition of Charles Sumner. b. specifically defined suffrage as one of the civil rights to which freedpeople were entitled. c. represented a compromise between the moderate and conservative positions on race. d. marked the most important change in the U.S. Constitution since the Bill of Rights. e. placed into the U.S. Constitution an essential holding of the Dred Scott decision. ANS: D TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 566 | Seagull p. 582583 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Radical Republicans a. hoped to institutionalize the principle of equal rights for all, regardless of race. b. believed it was necessary to reduce federal power in order to establish and protect civil rights. c. all supported Thaddeus Stevenss land distribution proposal. d. voted against the Fourteenth Amendment. e. opposed the Reconstruction Act. ANS: A TOP: The Making of Radical Reconstruction DIF: Moderate REF: Full p. 564 | Seagull p. 580 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: The most ambitious and cherishedbut least successfulof Thaddeus Stevenss aims as a Radical Republican was a. land reform. b. black suffrage. c. federal protection of civil rights. d. public education. e. reunification of the Union. ANS: A TOP: The Making of Radical Reconstruction DIF: Easy REF: Full p. 565 | Seagull p. 580 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: In March 1867, Congress began Radical Reconstruction by adopting the ________, which created new state governments and provided for black male suffrage in the South. a. Fourteenth Amendment b. Fifteenth Amendment c. Civil Rights Act of 1867 d. Sumner-Stevens Act e. Reconstruction Act ANS: E TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 567 | Seagull p. 584 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: What did the freedmen request in their Petition of Committee in Behalf of the Freedmen to Andrew Johnson in 1865? a. the right to purchase a homestead b. an opportunity to attend a black college c. the purchase of some mules d. help reuniting their family members that had been sold e. the right to vote ANS: A TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 560 | Seagull p. 576 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: What did Andrew Johnson focus on with his Reconstruction plan? a. issuing presidential pardons b. building railroads in the South c. securing the individual rights of African-Americans d. creating a biracial government e. limiting immigration ANS: A TOP: The Making of Radical Reconstruction DIF: Easy REF: Full p. 563 | Seagull p. 579 MSC: Evaluating OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Which statement is true about the Petition of Committee in Behalf of the Freedmen to Andrew Johnson? a. The petitioners demanded land on the grounds that that they had made the lands valuable through their labor. b. The petitioners argued that they had a right to the land because they were loyal to the Confederacy during the Civil War. c. The petitioners suggested that gaining the right to vote would make up for the land they lost when Johnson returned the Sherman land to the former owners. d. The petitioners argued that land monopoly would advance the course of freedom. e. President Johnson agreed to return the petitioners lands and resume land reform. ANS: A TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 560 | Seagull p. 576 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Why specifically did Andrew Johnsons Reconstruction plan fail? a. The South had angered the North by almost surpassing its industrial productivity. b. Black southerners were apathetic to equal rights. c. Ex-Confederates and preCivil War elite returned to power. d. Blacks refused to work with white politicians in the South. e. From the beginning, no northerners supported his plan. ANS: C TOP: The Making of Radical Reconstruction DIF: Easy REF: Full p. 563 | Seagull p. 579 MSC: Analyzing OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: What can be determined through analyzing the Sharecropping Contract? a. The ex-slave was given an agreement that mutually benefited both parties. b. Ex-slaves were not going to be allowed to go to church. c. The ex-slaves were lazy and unwilling to do farmwork. d. The contract was a type of economic slavery. e. This farming system gave African-Americans a good standard of living. ANS: D TOP: Voices of Freedom | Primary Source Document DIF: Difficult REF: Full p. 561 | Seagull p. 5767 MSC: Analyzing OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: What benefit did Abraham Lincoln see in having Andrew Johnson on his ticket? a. He was an inspiration to working-class people in poverty. b. As a former slaveholder, he demonstrated that one could live without slaves. c. He was one of many southern senators from a state that seceded who refused to leave the U.S. Senate. d. Lincolns party hoped to build a Republican base in the South. e. Tennessee was Lincolns favorite southern state because he was born there. ANS: D TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 562 | Seagull p. 578 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: After the Civil War, cotton prices a. stayed the same. b. benefited from successful economic policies. c. fluctuated for a while. d. rose. e. dropped. ANS: E TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 558 | Seagull p. 574 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: What was ironic about the election of Andrew Johnson? a. He was the first slaveholder to become president. b. A man from a state that had seceded was now president. c. An illiterate man was president. d. A Ku Klux Klan leader ascended to the presidency. e. Abraham Lincoln now regretted choosing Andrew Johnson as his vice president. ANS: B TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 562 | Seagull p. 578 MSC: Analyzing OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: During Reconstruction, southern cities a. enjoyed newfound prosperity as merchants traded more frequently with the North. b. were as poverty-stricken as rural southern areas. c. benefited from the building of a transcontinental railroad from Washington, D.C., to Los Angeles. d. benefited as rice and tobacco production markedly grew. e. experienced major population losses as blacks trekked north in the Great Migration. ANS: A TOP: The Meaning of Freedom DIF: Difficult REF: Full p. 559 | Seagull pp. 574575 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Which statement is true in reference to President Andrew Johnson? a. Johnson grew up in poverty in the South and saw the planter class as a bloated, corrupted aristocracy. b. Johnson was a strong supporter of the Fourteenth Amendment and urged the southern states to ratify it. c. Johnson was a Radical Republican who worked to achieve social and political equality for African-Americans. d. Johnson supported land reform as a means to redistribute the wealth and power of plantation owners. e. Johnson expanded federal power dramatically to make sure southern states abided by the Civil Rights Act of 1866. ANS: A TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 562 | Seagull p. 578 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Other societies experienced the transition from slavery to freedom around the same time as the United States. What type of labor did plantation owners in the British Caribbean use to continue their operations? a. slaves from Haiti b. indentured servants from India and China c. freedmen from the U.S. South d. wage laborers from Brazil e. servants from England ANS: B TOP: The Meaning of Freedom DIF: Difficult REF: Full p. 559 | Seagull p. 575 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Andrew Johnson a. simply continued Lincolns Reconstruction policies. b. agreed with Lincoln that some African-Americans should be allowed suffrage rights. c. won the Democratic presidential nomination in 1868 but narrowly lost the election. d. lacked Lincolns political skills and keen sense of public opinion. e. displayed a great ability to compromise, very much like Lincoln. ANS: D TOP: The Making of Radical Reconstruction DIF: Easy REF: Full p. 563 | Seagull p. 578 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: During Reconstruction, what new southern class arose due to the building of new railroads? a. sharecroppers b. an urban middle class c. poor farmers d. plantation owners e. political radicals ANS: B TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 559 | Seagull p. 575 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: How can Andrew Johnson be compared to Abraham Lincoln? a. Both men faced impeachment charges. b. The Republicans trusted Lincoln less than they did Johnson. c. Both men were excellent farmers. d. Lincoln reached out to the South while Johnson emphasized punishing it. e. Johnson was more stubborn and less willing to compromise than Lincoln. ANS: E TOP: The Making of Radical Reconstruction DIF: Difficult REF: Full p. 563 | Seagull p. 578 MSC: Evaluating OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: How did southern leaders tend to react to black freedom after the Civil War? a. They tended to believe it was a right fairly earned. b. They tended to accept that they could no longer control blacks. c. They tended to ignore it, as they enjoyed greater wealth than ever before. d. They tended to view it as a privilege and not a right. e. They tended to avidly promote racial equality. ANS: D TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 554 | Seagull p. 570 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: The crop-lien system a. applied only to African-American farmers, as white farmers rarely grew cotton after the war. b. grew more desirable and attracted more workers as farm prices increased in the 1870s. c. enabled yeoman farmers to continue to function under the same system as before the Civil War. d. annoyed bankers and merchants who resented how it made them dependent on farmers. e. kept many sharecroppers in a state of constant debt and poverty. ANS: E TOP: The Meaning of Freedom DIF: Difficult REF: Full p. 558 | Seagull p. 574 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: The Freedmens Bureaus greatest accomplishments were in a. legal representation and employment. b. land redistribution and law enforcement. c. prosecuting Confederates and rebuilding southern infrastructure. d. education and health care. e. suffrage and citizenship for African-Americans. ANS: D TOP: The Meaning of Freedom DIF: Easy REF: Full p. 555 | Seagull p. 571 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: White farmers in the late nineteenth-century South a. by and large owned their own land. b. included many sharecroppers involved in the crop-lien system. c. refused to grow cotton because it had been a slave crop. d. were all enormously prosperous following the end of the Civil War. e. saw their debts decrease as crop prices went up from 1870 to 1900. ANS: B TOP: The Meaning of Freedom DIF: Easy REF: Full p. 558 | Seagull p. 574 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Which of the following statements accurately describes the Freedmens Bureau? a. It was overstaffed, especially in the South. b. It assisted northern societies committed to black education. c. It lasted as an organization until the New Deal of the 1930s. d. It focused on distributing land among black families. e. It presented few new ideas or approaches and focused too much on the past. ANS: B TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 555 | Seagull pp. 571572 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Which of the following statements accurately describes the sharecropping system? a. Sharecroppers rented land and split the crops with the plantation owner. b. As the years went on, sharecropping became a less oppressive system. c. Most sharecropping families prospered and soon owned land of their own. d. Every census from 1880 to 1940 counted more black than white sharecroppers. e. A far higher percentage of white than black farmers in the South rented land rather than owned it. ANS: A TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 558 | Seagull p. 573 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: During Reconstruction, the majority of southern African-Americans a. remained poor and without property. b. had the opportunity to purchase land. c. managed to climb the social scale. d. felt satisfied with their work. e. believed the government was fulfilling its promises. ANS: A TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 556 | Seagull p. 572 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: What did the ex-slaves see as key to significantly improving their condition? a. getting paid pages for field work on plantations b. receiving help from white northerners c. getting access to higher education d. leasing land in return for a share of their crops e. receiving free land as their own property ANS: E TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 556 | Seagull p. 572 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Which of the following statements accurately describes white yeoman (small) farmers? a. Most white yeoman farmers became more self-sufficient after the Civil War. b. Many who were sharecroppers before the war became landowners after the war. c. Most white yeoman farmers grew a lot of cotton before the war but very little cotton after the war. d. Most white yeoman farmers were able to keep their land after the war and avoid cotton farming. e. After the war, many white yeoman farmers went into debt, lost their farms, and became sharecroppers as a result. ANS: E TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 558 | Seagull p. 574 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: What did Andrew Johnson do with the land of plantation owners seized during the Civil War? a. He ordered it disbursed among the ex-slaves. b. He returned it to the original owners. c. The federal government retained control of most of the land. d. He suggested that communes be started so that all southerners had access to the land. e. The first national parks were established on the seized property. ANS: B TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 556 | Seagull p. 572 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: According to the petitions that freedmen sent to President Andrew Johnson, what had the government promised them? a. voting rights b. education c. equality between men and women d. medicine e. homesteads ANS: E TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 556 | Seagull p. 572 MSC: Remembering OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Because President Johnson ended land reform and no land distribution took place, a. most white yeoman farmers were able to become plantation owners. b. the South industrialized and most African-Americans got jobs in factories. c. the task system became the dominant labor system in the cotton-producing regions. d. the vast majority of rural African-Americans remained poor and without property. e. plantation owners no longer wielded economic and political power. ANS: D TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 556 | Seagull p. 572 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: In the Republican free labor vision of a reconstructed South, a. the southern economy would revive without the need for northern capital or migrants. b. plantation owners would re-create a labor system as close to slavery as possible. c. black and white farmers would be tied to plantations through a continuous cycle of debt. d. Southern black and northern white workers would enjoy the same opportunities, and the South would become more like the North. e. the Deep South states would grow wheat and raise cattle instead of cotton. ANS: D TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 554 | Seagull p. 570 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Sharecropping a. meant that African-Americans were paid a daily wage for doing specific tasks. b. was a compromise between African-Americans desire for discipline and planters desire to learn to do physical labor. c. was most popular in the old rice plantation areas of South Carolina and Georgia. d. became more popular because of rising farm prices that brought increased prosperity. e. was preferred by African-Americans to gang labor, because they were less subject to supervision. ANS: E TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 558 | Seagull pp. 573574 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.