Deck 14: Reconstruction an Unfinished Revolution

Question 1

What were the political, social, economic, and/or cultural consequences of this item: the Civil Rights Act of 1866?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 1

Answer not provided.

Question 2

What were the political, social, economic, and/or cultural consequences of this item : Sherman's special Field Order Number 15?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 2

Answer not provided.

Question 3

What were the political, social, economic, and/or cultural consequences of this item: the growth of African American churches?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 3

Answer not provided.

Question 4

What were the political, social, economic, and/or cultural consequences of this item:the Freedmen's Bureau?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 5

What were the political, social, economic, and/or cultural consequences of this item:Thaddeus Stevens and Charles Sumner?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 6

What were the political, social, economic, and/or cultural consequences of this item: the Radical Republicans?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 7

What were the political, social, economic, and/or cultural consequences of this item: the sharecropping system?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 8

What were the political, social, economic, and/or cultural consequences of this item: the Memphis and New Orleans riots of 1866?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 9

What were the political, social, economic, and/or cultural consequences of this item:"Decoration Day"?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 10

What were the political, social, economic, and/or cultural consequences of this item: cotton and the southern economy?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 11

What were the political, social, economic, and/or cultural consequences of this item:the Wade-Davis Bill?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 12

What were the political, social, economic, and/or cultural consequences of this item:Johnson's Reconstruction plan?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 13

What were the political, social, economic, and/or cultural consequences of this item : Freedmen's Bureau schools?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 14

What were the political, social, economic, and/or cultural consequences of this item:Lincoln's "Proclamation of Amnesty and Reconstruction"?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 15

What were the political, social, economic, and/or cultural consequences of this item: the Wade-Davis Manifesto?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 16

What were the political, social, economic, and/or cultural consequences of this item:reunion of African American families?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 17

What were the political, social, economic, and/or cultural consequences of this item:the new black codes?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 18

What were the political, social, economic, and/or cultural consequences of this item:Francis Cardozo, P. B. S. Pinchback, Blanche K. Bruce, and Hiram Revels ?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 19

What were the political, social, economic, and/or cultural consequences of this item:the Thirteenth Amendment?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 20

What were the political, social, economic, and/or cultural consequences of this item:the founding of African American colleges?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 21

What were the political, social, economic, and/or cultural consequences of this item: President Ulysses S. Grant?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 22

What were the political, social, economic, and/or cultural consequences of this item: the congressional elections of 1866?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 23

What were the political, social, economic, and/or cultural consequences of this item: the myth of military rule in the South?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 24

What were the political, social, economic, and/or cultural consequences of this item: Johnson's "swing around the circle"?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 25

What were the political, social, economic, and/or cultural consequences of this item: the presidential election of 1868?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 26

What were the political, social, economic, and/or cultural consequences of this item: Thaddeus Stevens' plan for land redistribution in the South?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 27

What were the political, social, economic, and/or cultural consequences of this item: Republican governments in the former Confederate states?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 28

What were the political, social, economic, and/or cultural consequences of this item: the southern Republican Party?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 29

What were the political, social, economic, and/or cultural consequences of this item: Johnson's impeachment trial?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 30

What were the political, social, economic, and/or cultural consequences of this item: the First Reconstruction Act?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 31

What were the political, social, economic, and/or cultural consequences of this item: the southern conservatives?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 32

What were the political, social, economic, and/or cultural consequences of this item: the Fifteenth Amendment?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 33

What were the political, social, economic, and/or cultural consequences of this item: the constitutional conventions in the former Confederate states ?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 34

What were the political, social, economic, and/or cultural consequences of this item: carpetbagger?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 35

What were the political, social, economic, and/or cultural consequences of this item: industrialization in the former Confederate states?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 36

What were the political, social, economic, and/or cultural consequences of this item: the myth of "Negro rule"?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 37

What were the political, social, economic, and/or cultural consequences of this item: the Fourteenth Amendment?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 38

What were the political, social, economic, and/or cultural consequences of this item: scalawag?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 39

What were the political, social, economic, and/or cultural consequences of this item: the Tenure of Office Act?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 40

What were the political, social, economic, and/or cultural consequences of this item: public schools in the former Confederate states?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 41

What were the political, social, economic, and/or cultural consequences of this item: the presidential election of 1876?
Instructions:
-Identify 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 item exists
- Establish the item as the result of or as the cause of other factors existing in the society under study
.

Question 42

What were the political, social, economic, and/or cultural consequences of this item: William H. Seward ?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 43

What were the political, social, economic, and/or cultural consequences of this item: the Enforcement Acts and the anti-Klan law?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 44

In order to have the truly independent, self-sufficient life they wanted, many freedmen sought

A) a fair employer.
B) the chance to move North.
C) land of their own.
D) social equality.

Question 45

Which of the following correctly states the belief of Thaddeus Stevens and other congressional Republicans who criticized Lincoln's approach to Reconstruction?

A) The South's plantation elite erred in establishing the Confederacy, but the Union itself was never broken and endured through the Civil War.
B) The Reconstruction process outlined in the Constitution should be closely followed.
C) The president has sole responsibility for Reconstruction.
D) The Confederate states, by seceding and making war against the United States, lost their status as states and should now be treated as conquered territories.

Question 46

What were the political, social, economic, and/or cultural consequences of this item: the Amnesty Act of 1872?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 47

What were the political, social, economic, and/or cultural consequences of this item: the Liberal Republican revolt?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 48

What were the political, social, economic, and/or cultural consequences of this item: Bradwell v. Illinois?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 49

What were the political, social, economic, and/or cultural consequences of this item: the Ku Klux Klan?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 50

What were the political, social, economic, and/or cultural consequences of this item: "redeemer" Democrats?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 51

Which of the following statements is true concerning the experience of freedmen on the Sea Islands near the end of the Civil War?

A) Former slaves rejected attempts by northern educators to establish schools on the Sea Islands.
B) Freedmen were not interested in working with each other in pursuit of common objectives.
C) Most northerners believed that plantation lands should be confiscated and given to former slaves.
D) Northern reformers and government tax officials gave little or no help to former slaves who wanted to obtain land.

Question 52

What were the political, social, economic, and/or cultural consequences of this item: the Panic of 1873?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 53

What were the political, social, economic, and/or cultural consequences of this item: Ex parte Milligan?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 54

What were the political, social, economic, and/or cultural consequences of this item: the Civil Rights Act of 1875?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 55

What were the political, social, economic, and/or cultural consequences of this item: race relations in the American West?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 56

What were the political, social, economic, and/or cultural consequences of this item: Republican tax policies in the former Confederate states?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 57

What were the political, social, economic, and/or cultural consequences of this item: United States v. Cruikshank?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 58

What were the political, social, economic, and/or cultural consequences of this item: Klan violence in Alamance and Caswell counties of North Carolina?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 59

What were the political, social, economic, and/or cultural consequences of this item: the Slaughter-House cases?
Instructions:
-Identify 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 item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 60

"Members [of Congress] joined in the shouting and kept it up for some minutes. Some embraced one another, others wept like children. I have felt ever since the vote, as if I were in a new country." This statement was made in response to

A) the impeachment of President Johnson.
B) creation of the Freedmen's Bureau.
C) passage of the Civil Rights Act of 1866.
D) approval of the proposed Thirteenth Amendment to the Constitution.

Question 61

Soon after proposing his initial plan for Reconstruction, Andrew Johnson surprisingly helped subvert his own plan by

A) withdrawing the Union Army from the South.
B) granting pardons to many wealthy southerners.
C) establishing martial law throughout the South.
D) dissolving the newly elected state constitutional conventions.

Question 62

Passed by Congress over President Johnson's veto, the Civil Rights Act of 1866

A) forced state courts in the South to practice equality by placing them under the watchful eye of the federal judiciary.
B) guaranteed equality of economic opportunity by barring discrimination in employment on the basis of race.
C) was the first attempt by Congress to desegregate educational facilities in the South.
D) guaranteed the right to vote to all adult males with the equivalent of a third-grade education.

Question 63

A basic economic problem in the South in the post?Civil War period was

A) a labor shortage.
B) inflation.
C) overdependence on cotton.
D) declining prices for food crops.

Question 64

The refusal of most of the former Confederate states to ratify the Fourteenth Amendment in 1866

A) caused most northerners to support the Radicals' demand that more economic opportunity be extended to freedmen.
B) caused a thorough restructuring of southern society.
C) led to general land reform in the South.
D) forced congressional Republicans to abolish the "Johnson governments" in the South, form new governments, and extend the vote to freedmen.

Question 65

Andrew Johnson's initial plan for Reconstruction

A) demonstrated an unforgiving hatred of all southerners.
B) protected the political rights of freed slaves in the South.
C) attempted, at least temporarily, to deny power to wealthy southern planters.
D) failed to require the southern states to draft new constitutions.

Question 66

After the Civil War, most African American farmers eventually worked

A) as sharecroppers.
B) as domestic servants under a system of assigned tasks.
C) as field hands under a contract for wages.
D) on land they rented.

Question 67

The outcome of the congressional elections of 1866

A) gave the Democrats effective control of both houses of Congress.
B) represented an endorsement of the Reconstruction plans of the Republican congressional leaders.
C) deepened the split between Conservative and Radical Republicans.
D) demonstrated public support for Andrew Johnson's Reconstruction program.

Question 68

Which of the following was true of sharecropping when it originated?

A) It allowed African Americans to buy land on credit.
B) It was forced on African Americans by ruthless landowners.
C) It gave African Americans freedom from daily supervision by white landowners or overseers.
D) It was a humanitarian system of poor relief.

Question 69

Which of the following is true concerning African Americans who won public office during Reconstruction?

A) Many came from the prewar educated African American elite.
B) Most were self-educated individuals who rose from slavery.
C) Many came from the North.
D) Most were illiterate and uneducated.

Question 70

The Radical Republicans in Congress believed that it was essential to

A) complete the Reconstruction process quickly.
B) treat the South with sympathy and compassion.
C) place Reconstruction policy in the president's hands.
D) ensure the rights of the freedmen.

Question 71

President Johnson's refusal to allow any change in his Reconstruction policies caused which of the following?

A) The influence of the Radical Republican faction grew among conservative and moderate Republicans.
B) Democrats in Congress were so angered that they began to vote with the Republican majority.
C) Johnson's refusal established the precedent that policy decisions concerning a conquered territory were to be solely in the hands of the president.
D) Johnson's refusal angered the former plantation elite of the South, who had hoped that Congress would enact a more lenient Reconstruction plan.

Question 72

Freed slaves, after the Civil War,

A) fought hard to establish racially integrated public schools.
B) showed a great desire for education as the means of escaping the ignorance of slavery.
C) concentrated solely on providing primary school education for their children.
D) disappointed northern reformers with their apparent lack of interest in education.

Question 73

The section of the Fourteenth Amendment that had the greatest legal significance in subsequent years was the section that

A) guaranteed the war debt of the United States.
B) conferred citizenship on freedmen and prohibited states from abridging of their constitutional rights.
C) withheld political power from prominent Confederates.
D) penalized states that did not allow African Americans to vote.

Question 74

The black codes enacted in the South after the Civil War showed that southerners

A) were willing to allow African Americans equality under law.
B) sought to return African Americans to a position of servility.
C) recognized the need for providing basic education for African Americans.
D) would leave the destiny of African Americans up to the African Americans themselves.

Question 75

With respect to the question of black suffrage in the South, Andrew Johnson believed that

A) the right to vote should be extended to African Americans through an amendment to the Constitution.
B) the federal government could never force the southern states to extend voting rights to African Americans.
C) the southern states, before being allowed to re-enter the Union, should guarantee the right to vote to African American males.
D) African Americans were not citizens and should not be allowed to vote.

Question 76

When Congress, in 1866, decided to base its Reconstruction plan on the ratification of the Fourteenth Amendment by the former Confederate states, the amendment was

A) supported by President Johnson.
B) rejected by all southern legislatures except Tennessee's.
C) approved by the southern states and then withdrawn by Congress.
D) supported by prominent women's rights activists but received little additional support.

Question 77

The First Reconstruction Act

A) recognized the legitimacy of existing southern state governments.
B) extended federal support for the education of freedmen in the South.
C) guaranteed freedmen the right to vote in elections for state constitutional conventions and in subsequent elections.
D) confiscated large southern plantations and divided them into smaller plots of land.

Question 78

Although the South lost the Civil War, it was possible that the South would gain power in Congress when readmitted to the Union because

A) southern congressmen could use the threat of secession to intimidate northern representatives.
B) southern congressmen would chair the key congressional committees.
C) the number of southern states had increased.
D) for purposes of congressional representation African Americans would count as a full person rather than as three-fifths of a person.

Question 79

Which of the following was true of Andrew Johnson?

A) Although from Tennessee, he remained in the Senate after his state seceded from the Union.
B) He was one of the founders of the Republican Party.
C) Although he disagreed with the Radicals on many issues, he supported the concept of an activist federal government.
D) He favored civil rights for African Americans, but did not believe that blacks should have the right to vote.

Question 80

Many freedmen saw emancipation as the opportunity to

A) punish their former masters.
B) take advantage of the economic opportunities offered them by northern factory owners.
C) create their own institutions free of white control.
D) demand passage of legislation outlawing social, economic, and political discrimination on the basis of race.