Q&A Hero

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: 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: 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.

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: TEST BANK Learning Objectives

Q: In which way did the black church change during Reconstruction? a. It started to play a central role as blacks abandoned white-controlled religious institutions. b. It no longer played a central role because blacks walked away from religion in large numbers. c. It became cut off from the African-American community because it was deemed too radical. d. It stopped playing a fundamental part in blacks lives as they started to create more brotherhoods. e. Its rise coincided with a decreased interest in education on the part of African-Americans. ANS: A TOP: The Meaning of Freedom DIF: Easy REF: Full p. 551 | Seagull p. 566567 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: What was the northern vision for the Reconstruction-era southern economy? a. to give free blacks the same employment opportunities as northern workers b. to reduce northern investments in the South and bring all freedmen into northern cities c. to abolish the Freedmens Bureau and ban all migrants d. to use sharecropping as the main labor system in both the North and the South e. to help make the Souths economy surpass the Norths in productivity and profit ANS: A 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: Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South. How did Garrison Frazier define freedom for African-Americans during his January 1865 conversation with General Sherman and Secretary of War Stanton? a. having and owning their own land b. maintaining a state of mind that was untethered from material circumstances c. working for wages for an employer d. leaving the United States for Canada e. renting land on the plantations on which they had been formerly enslaved ANS: A TOP: What Is Freedom?: Reconstruction DIF: Easy REF: Full p. 549 | Seagull p. 564 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: How did Reconstruction leave an enduring legacy? a. In the twentieth century, former slaves became the majority owners of big plantations. b. By the turn of the twentieth century, a higher percentage of African-Americans voted than whites. c. By 1900 in the South, whites were focused on creating harmony between the races. d. The nations first African-American colleges were established. e. Within fifty years of Reconstruction, a majority of African-American families owned land. ANS: D TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 551 | Seagull p. 567 MSC: Applying OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Describe the sources, goals, and competing visions for Reconstruction. Which statement is true about Sherman land? a. General Sherman established a wage labor system on the Sea Islands. b. Sherman set aside lands for settlement of black families on forty-acre plots. c. President Andrew Johnson supported and expanded the Sherman land reform. d. The Freedmans Bureau distributed hundreds of thousands of forty-acre plots of Sherman land in every southern state. e. The Sherman lands replaced the sharecropping system. ANS: B TOP: What Is Freedom?: Reconstruction DIF: Moderate REF: Full p. 549 | Seagull p. 565 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: What was one of the ways in which black education evolved during Reconstruction? a. The first black colleges were established. b. Only white organizations ran black schools. c. It was mandatory that all black children attend school. d. Religion and black education were entirely separate by law. e. Only black schools supported by the federal government were permitted. ANS: A TOP: The Meaning of Freedom DIF: Easy REF: Full p. 551 | Seagull p. 567 MSC: Understanding OBJ: 2. Describe the sources, goals, and competing visions for Reconstruction.

Q: Describe the social and political effects of Radical Reconstruction in the South. General William T. Shermans Special Field Order 15 a. offered black soldiers widows survivors pensions. b. allowed emancipated slaves to roam freely across U.S. territory. c. gave freed slaves the right to settle in New York. d. set aside land to distribute among black families. e. conferred honors on the soldiers who had fought beside him. ANS: D TOP: What Is Freedom?: Reconstruction DIF: Moderate REF: Full p. 549 | Seagull p. 565 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: For most former slaves, freedom first and foremost meant a. voting rights. b. landownership. c. political freedom. d. education. e. immediate relocation to the North. ANS: B TOP: The Meaning of Freedom DIF: Easy. REF: Full p. 551 | Seagull p. 568 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Explain the main factors, in both the North and South, for the overthrow of Reconstruction. Multiple Choice Which of the following best describes the black response to the ending of the Civil War and the coming of freedom? a. Sensing the continued hatred of whites toward them, most blacks wished to move back to Africa. b. Most blacks stayed with their old masters because they were not familiar with any other opportunities. c. Blacks adopted different ways of testing their freedom, including moving about, seeking kin, and rejecting older forms of deferential behavior. d. Desiring better wages, most blacks moved to the northern cities to seek factory work. e. Most blacks were content working for wages and not owning their own land because they believed that they had not yet earned that right. ANS: C TOP: The Meaning of Freedom DIF: Easy REF: Full p. 550 | Seagull p. 566 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Which of the following was true according to Frederick Douglass? a. The United States should reestablish itself as a monarchical government rather than a democracy. b. Slavery had been abolished in all ways possible when the Civil War ended. c. Southern blacks needed to move to the North and create their own separate communities. d. Slavery was not going to be truly abolished until black men held the ballot. e. Political participation for blacks was of little importance now that they were free from bondage. ANS: D TOP: The Meaning of Freedom DIF: Difficult REF: Full p. 551552 | Seagull p. 568 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: What effect did emancipation have on the structure of the black family? a. Black couples managed to maintain equality within the household because black men tended to enjoy being able to stay at home. b. Black families increasingly adopted the nineteenth-century idea that men and women held different responsibilities. c. Although gender roles between men and women stayed the same, black men needed to engage in more intensive labor than ever before. d. Black families became increasingly matrilineal as black women started to enter the workforce and earn wages. e. Black families enjoyed a good, stable quality of life because most black women tended to embrace the opportunity to enter field labor. ANS: B TOP: The Meaning of Freedom DIF: Difficult REF: Full pp. 550551 | Seagull p. 566 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Anything less than ________ for African-Americans would betray the Civil Wars meaning, black spokesmen insisted. a. new southern railroads b. full citizenship c. woman suffrage d. farming jobs e. due process ANS: B TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 552 | Seagull p. 568 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: In terms of employment, blacks most avidly searched for a. their old jobs in the plantations. b. higher wages than whites. c. factory jobs in the North. d. the possibility to work their own land. e. work one could only attain through professional school. ANS: D TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 552 | Seagull p. 568 MSC: Understanding OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Which denominations had the largest followings among blacks after the Civil War? a. Anglican and Catholic b. Congregational and Presbyterian c. Methodist and Baptist d. Lutheran and Methodist e. Episcopal and Baptist ANS: C TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 551 | Seagull p. 566 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: Howard University is well known as a. the first medical school to admit women. b. the first black university in Mississippi. c. the oldest university in New England. d. a black university in Washington, D.C. e. the law school where Abraham Lincoln earned his degree. ANS: D TOP: The Meaning of Freedom DIF: Moderate REF: Full p. 551 | Seagull p. 567 MSC: Remembering OBJ: 1. Identify the visions of freedom the former slaves and slaveholders pursued in the postwar South.

Q: How did the Civil War affect planter families? a. For the first time, some of them had to do physical labor. b. They lost their slaves but were otherwise unaffected. c. Few lost loved ones because they were able to avoid military service. d. They endured immediate problems, but their economic revival was quick. e. Because they defined freedom broadly, they got along well with their ex-slaves. ANS: A 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: Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or the worse?

Q: Stating that he lived among men, not among angels, Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century, and to whom? How did it alter the relationship between the federal government and the states?

Q: What faults did the Republicans see with Presidential Reconstruction? How did they propose to rectify those deficiencies? Be sure to distinguish moderate Republicans from Radical Republicans in your answer.

Q: Why did Radical Republicans believe that Andrew Johnson would support their agenda? Why was Johnson ultimately unable to lend his support to the Civil Rights Act of 1866 or to the Fourteenth Amendment?

Q: Defend this statement: For whites, freedom, no matter how defined, was a given, a birthright to be defended. For African-Americans, it was an open-ended process, a transformation of every aspect of their lives and of the society and culture that had sustained slavery in the first place.

Q: Explain how wartime devastation set in motion a chain of events that permanently altered the white yeomanrys independent way of life, leading to what they considered a loss of freedom.

Q: Black suffrage made little difference in the South, as very few blacks voted or ran for public office during Reconstruction.

Q: White southern Democrats considered scalawags traitors to both their party and their race.

Q: While Republicans were in power in the South, they established the regions first state-supported public schools.

Q: Northern financiers were more likely to invest in the West than in the South.

Q: Opponents of Radical Reconstruction could not accept the idea of former slaves voting, holding office, and enjoying equality before the law.

Q: The Ku Klux Klan tended to be led by planters, merchants, and Democratic politicians.

Q: James Pikes The Prostrate State was in support of the black Republican governments in the South during Reconstruction.

Q: The 1873 depression strengthened the Norths resolve to ensure the success of Reconstruction because the depression really hurt the Souths farmers, highlighting the need for reform in the region.

Q: In Mississippi in 1875, white rifle clubs drilled in public and openly assaulted and murdered Republicans.

Q: As part of the Bargain of 1877, Hayes agreed to recognize Democratic control of the South.

Q: The Fourteenth Amendment generated much debate and division among the political parties. Give a brief description of the amendment and assess in what ways it was successful. Be sure to summarize how the different political parties viewed the amendment.

Q: Republican leader Carl Schurz referred to the laws and amendments passed during Reconstruction as the great Constitutional revolution. Please explain what he meant by this, making sure to specify what made the amendments transformative.

Q: What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.

Q: By the time the Union was restored in 1870, the southern states had Democratic majorities.

Q: The Freedmens Bureau presaged some government social policies that would be enacted during the Great Depression.

Q: Because of land redistribution, the vast majority of rural freedmen and freedwomen prospered during Reconstruction.

Q: By the mid-1870s, white farmers were cultivating as much as 80 percent of the regions cotton crop.

Q: Economic growth in the South was stronger in urban areas than in rural centers.

Q: Compared to rebels in the rest of world historys civil wars, the rebels of the defeated Confederacy were treated very harshly.

Q: Thaddeus Stevenss most cherished aim was to confiscate the land of disloyal planters and divide it among former slaves and northern migrants to the South.

Q: The Civil Rights Act of 1866 became the first major law in American history to be passed over a presidential veto.

Q: With the passage of the Fourteenth Amendment, all people born in the United States were automatically citizens.

Q: The Senate, following the Houses impeachment vote, removed Andrew Johnson from office.

Q: The 1868 presidential election saw Ulysses S. Grant defeating Horatio Seymour.

Q: Birthright citizenship can be viewed as a rejection of associating citizenship only with whiteness.

Q: According to his speech A Composite Nation, Frederick Douglass believed Chinese immigrants should be naturalized as Americans and hold the same rights as all other citizens.

Q: Unlike Susan B. Anthony, Lucy Stone favored the Fifteenth Amendment.

Q: The Wyoming territorial government granted suffrage to women because people voted for gender equality.

Q: Black ministers during Reconstruction played a minor role in politics because they could not hold public offices.

Q: During Reconstruction, blacks could only get an education inside the classroom.

Q: The Prostrate State depicts a. an ailing slave who is unable to live long enough to see emancipation. b. South Carolina under allegedly corrupt Negro rule during Reconstruction. c. an economically weak South unable to contribute to the national economy. d. a terrorized black community during the reign of the Ku Klux Klan. e. an apathetic Congress that has given up on Reconstruction after 1870.