Question 1

A yeoman farmer in the South between 1800 and 1860 was a small farmer who

Accepted Answer

A)  was engaged in the market-oriented production of farm goods. 
B)  lived on and worked the land of another. 
C)  generally owned no slaves. 
D)  owned some land but primarily worked for wages as a farm laborer. 
A)  was engaged in the market-oriented production of farm goods. 
B)  lived on and worked the land of another. 
C)  generally owned no slaves. 
D)  owned some land but primarily worked for wages as a farm laborer. C

Question 2

Examine the nature and extent of slave resistance. What was the primary objective of most modes of resistance?

Accepted Answer

Slave resistance took many forms, including acts of rebellion, sabotage, escape, and everyday acts of defiance. The nature and extent of slave resistance varied depending on the time period, location, and specific conditions of slavery.

One of the primary objectives of most modes of resistance was to assert some level of control and autonomy over their own lives. This could take the form of small acts of resistance, such as feigning illness or breaking tools, to more overt forms of rebellion, such as organized revolts or running away.

In many cases, the ultimate goal of resistance was to secure freedom and escape the bonds of slavery. However, resistance also served as a means of preserving cultural traditions, maintaining a sense of community and identity, and challenging the dehumanizing aspects of slavery.

Overall, slave resistance was a complex and multifaceted phenomenon that reflected the resilience and determination of enslaved individuals to resist their oppression and assert their humanity.

Question 3

Which of the following was the main determinant of a man's wealth and social position in the South?

Accepted Answer

A)  The size and furnishing of his home. 
B)  The amount of land and the number of slaves he owned. 
C)  The value of his stockholdings and the amount of money readily available to him in his bank account. 
D)  The Extent of his involvement in community affairs. 
A)  The size and furnishing of his home. 
B)  The amount of land and the number of slaves he owned. 
C)  The value of his stockholdings and the amount of money readily available to him in his bank account. 
D)  The Extent of his involvement in community affairs. B

Question 4

Examine the husband-and-wife relationship within the planter class. How did this relationship differ from the comparable relationship within a slave family? How was it similar? How did upper-class southern women react to their roles as wives, mothers, and slave mistresses?

Accepted Answer

The husband-and-wife relationship within

Question 5

Which of the following best describes the relations between men and women of the planter class?

Accepted Answer

A)  Paternalistic 
B)  Honorable 
C)  Mutually respectful 
D)  Contemptuous 
A)  Paternalistic 
B)  Honorable 
C)  Mutually respectful 
D)  Contemptuous

Question 6

When the removal policy of the 1830s was completed,

Accepted Answer

A)  many Native Americans became dependent on government payments for survival. 
B)  a sense of peace, harmony, and renewal among the Cherokee led to the Cherokee Renaissance. 
C)  the Native Americans received an amount of land west of the Mississippi equal to the amount of land they had surrendered in the East. 
D)  no Native Americans remained east of the Mississippi. 
A)  many Native Americans became dependent on government payments for survival. 
B)  a sense of peace, harmony, and renewal among the Cherokee led to the Cherokee Renaissance. 
C)  the Native Americans received an amount of land west of the Mississippi equal to the amount of land they had surrendered in the East. 
D)  no Native Americans remained east of the Mississippi.

Question 7

Instructions:
S1U1B1∙S1U1B0S1U1B1 S1U1B0Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
S1U1B1∙S1U1B0S1U1B1 S1U1B0item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
-the task system

Accepted Answer

The task system was a form of labor orga

Question 8

Most members of the planter aristocracy saw themselves as

Accepted Answer

A)  the benevolent guardians of an inferior race. 
B)  capitalistic farmers pursuing their own economic self-interest. 
C)  self-sacrificing members of the larger community. 
D)  the champions of the democratic ideal. 
A)  the benevolent guardians of an inferior race. 
B)  capitalistic farmers pursuing their own economic self-interest. 
C)  self-sacrificing members of the larger community. 
D)  the champions of the democratic ideal.

Question 9

Slave cabins were usually

Accepted Answer

A)  crowded but sanitary. 
B)  clean and spacious. 
C)  unhealthy. 
D)  comfortable. 
A)  crowded but sanitary. 
B)  clean and spacious. 
C)  unhealthy. 
D)  comfortable.

Question 10

Explain the importance of African influences and of religion in the emergence of a distinctive African American culture. How did slaves' culture in general, and African influences and religion in particular, help slaves survive the ordeal of slavery?

Accepted Answer

The African influences and religion play

Question 11

Instructions:
S1U1B1∙S1U1B0S1U1B1 S1U1B0Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
S1U1B1∙S1U1B0S1U1B1 S1U1B0item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
-Denmark Vesey

Accepted Answer

Denmark Vesey was an African American ma

Question 12

Approximately what percentage of white southern families owned no slaves in 1860?

Accepted Answer

A)  25 percent 
B)  45 percent 
C)  55 percent 
D)  75 percent 
A)  25 percent 
B)  45 percent 
C)  55 percent 
D)  75 percent

Question 13

Instructions:
S1U1B1∙S1U1B0S1U1B1 S1U1B0Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
S1U1B1∙S1U1B0S1U1B1 S1U1B0item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
-the practice of mortgaging slaves

Accepted Answer

The item "the practice of mortgaging sla

Question 14

The wife in an upper-class antebellum southern family was

Accepted Answer

A)  legally subordinate to her husband. 
B)  usually responsible for managing the budget. 
C)  frequently the real, if hidden, authority in the family. 
D)  roughly equal to the husband in influence and responsibility. 
A)  legally subordinate to her husband. 
B)  usually responsible for managing the budget. 
C)  frequently the real, if hidden, authority in the family. 
D)  roughly equal to the husband in influence and responsibility.

Question 15

Instructions:
S1U1B1∙S1U1B0S1U1B1 S1U1B0Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
S1U1B1∙S1U1B0S1U1B1 S1U1B0item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
-removal of the Shawnees

Accepted Answer

The removal of the Shawnees refers to th

Question 16

The Seminole War between 1835 and 1842 ended with

Accepted Answer

A)  the Seminoles surrendering and ceding their lands to the United States. 
B)  the extermination of the Seminoles. 
C)  the forcible removal of the Seminoles from Florida to the West. 
D)  the United States allowing some Seminoles to remain in Florida. 
A)  the Seminoles surrendering and ceding their lands to the United States. 
B)  the extermination of the Seminoles. 
C)  the forcible removal of the Seminoles from Florida to the West. 
D)  the United States allowing some Seminoles to remain in Florida.

Question 17

Instructions:
S1U1B1∙S1U1B0S1U1B1 S1U1B0Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
S1U1B1∙S1U1B0S1U1B1 S1U1B0item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
-the state of Virginia's legislative and public debate over slavery 1832)

Accepted Answer

The item in question is the state of Vir

Question 18

Instructions:
S1U1B1∙S1U1B0S1U1B1 S1U1B0Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
S1U1B1∙S1U1B0S1U1B1 S1U1B0item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
-the "ostrich game"

Accepted Answer

The "ostrich game" refers to the act of

Question 19

Instructions:
S1U1B1∙S1U1B0S1U1B1 S1U1B0Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
S1U1B1∙S1U1B0S1U1B1 S1U1B0item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
-Population distribution in the antebellum South

Accepted Answer

The population distribution in the anteb

Question 20

Map Exercise 9-1
On the following map and using an historical atlas as a reference:
  
-Refer to Map Exercise 09-1. What impact did this expansion have on the South?

Accepted Answer

As an AI, I'm unable to view or analyze

A yeoman farmer in the South between 1800 and 1860 was a small farmer who

Examine the nature and extent of slave resistance. What was the primary objective of most modes of resistance?

Which of the following was the main determinant of a man's wealth and social position in the South?

Examine the husband-and-wife relationship within the planter class. How did this relationship differ from the comparable relationship within a slave family? How was it similar? How did upper-class southern women react to their roles as wives, mothers, and slave mistresses?

Which of the following best describes the relations between men and women of the planter class?

When the removal policy of the 1830s was completed,

Most members of the planter aristocracy saw themselves as

Slave cabins were usually

Explain the importance of African influences and of religion in the emergence of a distinctive African American culture. How did slaves' culture in general, and African influences and religion in particular, help slaves survive the ordeal of slavery?

Approximately what percentage of white southern families owned no slaves in 1860?

The wife in an upper-class antebellum southern family was

The Seminole War between 1835 and 1842 ended with

Map Exercise 9-1 On the following map and using an historical atlas as a reference: -Refer to Map Exercise 09-1. What impact did this expansion have on the South?

Three Old Worlds Create a New

Europeans Colonize North America

North America in the Atlantic World

Becoming America

The Ends of Empire

American Revolutions

Forging a Nation

Defining the Nation

The Restless North

The Contested West

Politics and the Fate of the Union

Transforming Fire: the Civil War

Reconstruction: an Unfinished Revolution

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Exam 9: The Rise of the South

A yeoman farmer in the South between 1800 and 1860 was a small farmer who

Examine the nature and extent of slave resistance. What was the primary objective of most modes of resistance?

Which of the following was the main determinant of a man's wealth and social position in the South?

Examine the husband-and-wife relationship within the planter class. How did this relationship differ from the comparable relationship within a slave family? How was it similar? How did upper-class southern women react to their roles as wives, mothers, and slave mistresses?

Which of the following best describes the relations between men and women of the planter class?

When the removal policy of the 1830s was completed,

Most members of the planter aristocracy saw themselves as

Slave cabins were usually

Explain the importance of African influences and of religion in the emergence of a distinctive African American culture. How did slaves' culture in general, and African influences and religion in particular, help slaves survive the ordeal of slavery?

Approximately what percentage of white southern families owned no slaves in 1860?

The wife in an upper-class antebellum southern family was

The Seminole War between 1835 and 1842 ended with

Map Exercise 9-1 On the following map and using an historical atlas as a reference: -Refer to Map Exercise 09-1. What impact did this expansion have on the South?

Three Old Worlds Create a New

Europeans Colonize North America

North America in the Atlantic World

Becoming America

The Ends of Empire

American Revolutions

Forging a Nation

Defining the Nation

The Restless North

The Contested West

Politics and the Fate of the Union

Transforming Fire: the Civil War

Reconstruction: an Unfinished Revolution

Filters