MindTap US History 1st Edition

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Name: Class: Date:

Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860
1. What was the first religious group to prohibit members from owning slaves?
a. Baptists
b. Methodists
c. Quakers
d. Anglicans
e. Puritans
ANSWER: c
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

2. About three of every four enslaved people worked as which of the following?
a. domestic servants
b. factory workers
c. Shipbuilders
d. Fieldhands
ANSWER: d
LEARNING OBJECTIVES: USHI.MTX.15.8.8 - Students will examine the growth of the slave population, the
characteristics of Southerners who owned slaves, and the relationship between slave and
owner between 1800 and 1860.

3. The explosive issue of slavery split which of the following churches?

a. Methodist
b. Quakers
c. Catholic
d. Baptists
ANSWER: a
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

4. Which of the following statements regarding the Grimké sisters is true?

a. They spoke out against slavery in their native South Carolina.
b. By touring New England as daughters of a slave owner, they brought new credibility to the abolitionist
movement.
c. They published an antislavery paper in Boston.
d. All of these
e. None of these
ANSWER: b
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

5. Which of the following events occurred first?

a. John Quincy Adams attempted to present a petition from twenty-two slaves to Congress, asking for the end of
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Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860

slavery.
b. A mob in Boston hauled William Lloyd Garrison through the streets at the end of a rope.
c. The American Anti-Slavery Society formed in Philadelphia.
d. William Lloyd Garrison began publication of The Liberator.
ANSWER: d
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

6. Which of the following was a key leader in the emergence of a new antislavery movement?
a. William Lloyd Garrison
b. Henry Ward Beecher
c. Charles Grandison Finney
d. Lyman Beecher
e. John Eaton
ANSWER: a
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

7. Which of the following statements most accurately describes abolitionism in the North?
a. By the 1830s, the North had over 5,000 antislavery societies.
b. Antislavery societies published various kinds of materials to spread their message.
c. While northerners were incensed over what they saw as interference, southerners in general supported the
cause of abolition.
d. None of these
ANSWER: b
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

8. The American Anti-Slavery Society followed the example of

a. Great Britain.
b. France.
c. Canada.
d. Liberia.
e. Mexico.
ANSWER: a
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

9. The Virginia slave debates of 1831−1832 revealed which of the following?

a. Many Virginians worried about slavery's influence on whites.
b. Many Virginians openly admitted the debilitating effect of slavery.
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Name: Class: Date:

Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860

c. Many Virginian's worried that slavery prevented the economy from developing in the same manner as it did in
the North.
d. None of these
e. All of these
ANSWER: e
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

10. What was the result of Nat Turner's revolt?

a. The deaths of more than 700 whites
b. The hanging of Turner and numerous other rebels
c. A growing fear of slave rebellions throughout the South
d. Both the deaths of 700 whites and the hanging of Turner
e. Both Turner’s hanging and an escalating fear of slave rebellions throughout the white South
ANSWER: e
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

11. What did the American Colonization Society, which purchased land in Africa for free blacks, name the new country?
a. Ghana
b. Ivory Coast
c. Republic of the Congo
d. Cameroon
e. Liberia
ANSWER: e
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

12. Denmark Vesey frightened the residents in and around what city when he attempted to launch a slave revolt?
a. Charleston
b. Savannah
c. Richmond
d. Atlanta
e. Washington, D.C.
ANSWER: a
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

13. In what city was the first congregation of the African Methodist Episcopal Church established?
a. Philadelphia
b. Boston
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Name: Class: Date:

Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860

c. New York
d. Savannah
e. Trenton
ANSWER: a

14. Urban black churches provided

a. mutual aid.
b. fellowship.
c. avenues for leadership.
d. All of the above
e. None of the above
ANSWER: d

15. What was the first state to pass an abolition law?

a. Pennsylvania
b. Virginia
c. New Jersey
d. North Carolina
e. New York
ANSWER: a
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

16. Who was the African American preacher who helped organize separate Methodist congregations for blacks?
a. Nat Turner
b. Horace Greeley
c. Richard Allen
d. James Forten
e. None of the above
ANSWER: c

17. How did owners of small or medium sized farms deal with labor shortages?
a. They hired neighbors’ children.
b. They mortgaged their homes so they could buy a slave or two.
c. They hired slaves from larger plantations.
d. None of the above
ANSWER: c
LEARNING OBJECTIVES: USHI.MTX.15.8.8 - Students will examine the growth of the slave population, the
characteristics of Southerners who owned slaves, and the relationship between slave and
owner between 1800 and 1860.

18. Which of these was an organization formed in Philadelphia in 1833 with the goal of involving church leaders in the
fight for abolition?

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Name: Class: Date:

Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860

a. Quaker Anti-Slavery Society

b. American Anti-Slavery Society
c. Pennsylvania Abolitionist Society
d. American Colonization Society
ANSWER: b
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

19. Which of the following is NOT a true statement about William Lloyd Garrison?
a. His newspaper, The Liberator, became a vehicle for ending slavery.
b. He embraced moral suasion as a strategy.
c. He attended antislavery meetings held by African Americans.
d. He supported the gradual end of slavery as the most expedient approach.
ANSWER: d
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

20. Which of these people was NOT a former slave-turned-abolitionist?

a. Harriet Tubman
b. Frederick Douglass
c. Sojourner Truth
d. Arthur Tappan
e. Henry Brown
ANSWER: d
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

21. White women on southern plantations

a. were required to be submissive to husbands
b. felt powerless to challenge slavery
c. turned control of all of their possessions over to their husbands upon marriage
d. All of the above
e. None of the above
ANSWER: d
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

22. Slaves created their own communities and cultures in all of the following ways EXCEPT:
a. They developed nonblood familial relationships with other slaves, incorporating friends and neighbors into the
roles of true family members
b. They rejected Christian religion and held fast to their African faiths
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Name: Class: Date:

Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860

c. They created music and dance forms

d. They developed stories and songs about the end of slavery
ANSWER: b
LEARNING OBJECTIVES: USHI.MTX.15.8.8 - Students will examine the growth of the slave population, the
characteristics of Southerners who owned slaves, and the relationship between slave and
owner between 1800 and 1860.

23. In their own ways, both Whigs and Democrats in the South supported slavery.
a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.4 - Given a reading and an interactive map, students will examine the
expansion of cotton production and its effect upon the institution of slavery, white society,
and politics in the antebellum South.

24. Southern defenders of slavery argued that slaves in the South were cared for better than industrial white workers in the
North.
a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.3 - Students will identify the earliest legislative steps taken to end slavery
and the growing sectional tension between the North and South over the expansion of it.

25. The Pennsylvania Abolition Society provided legal counsel to African Americans fighting for their liberty
a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

26. The invention of the invention of the cotton gin in 1793 helped transform cotton into the South’s most profitable crop.

a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.4 - Given a reading and an interactive map, students will examine the
expansion of cotton production and its effect upon the institution of slavery, white society,
and politics in the antebellum South.

27. Eli Whitney became wealthy from his invention of the cotton gin.
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.4 - Given a reading and an interactive map, students will examine the
expansion of cotton production and its effect upon the institution of slavery, white society,
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Name: Class: Date:

Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860

and politics in the antebellum South.

28. Gabriel was an enslaved blacksmith in Virginia who led a doomed rebellion in 1800, fueling white fears
a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

29. The Missouri Compromise allowed Missouri to join the Union as a free state while permitting slavery in California.
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.3 - Students will identify the earliest legislative steps taken to end slavery
and the growing sectional tension between the North and South over the expansion of it.

30. Denmark Vesey was a black slave in North Carolina who led an aborted slave rebellion in 1822
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

31. Efforts by white Americans to encourage free blacks to leave the United States and return to Africa, specifically to the
newly created country of Liberia, proved largely successful.
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

32. Most southern farmers owned at least one slave.

a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.8 - Students will examine the growth of the slave population, the
characteristics of Southerners who owned slaves, and the relationship between slave and
owner between 1800 and 1860.

33. Some free blacks in the South also owned slaves.

a. True
b. False
ANSWER: True
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Name: Class: Date:

Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860

LEARNING OBJECTIVES: USHI.MTX.15.8.8 - Students will examine the growth of the slave population, the
characteristics of Southerners who owned slaves, and the relationship between slave and
owner between 1800 and 1860.

34. Angelina and Sarah Grimké were daughters of a South Carolina slave owner who later spoke out against slavery.
a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

35. The term “fictive kin” refers to children born of a union between slave owners and their female slaves.
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.8 - Students will examine the growth of the slave population, the
characteristics of Southerners who owned slaves, and the relationship between slave and
owner between 1800 and 1860.

36. Nat Turner was a Virginia slave who led a slave revolt in 1831.
a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

37. Leading abolitionist Frederick Douglass had once been a slave in Maryland.
a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.10 - Students will identify individual and collective forms of resistance to
slavery, including sabotage, running away, freedom suits, abolitionism, and the Underground
Railroad.

38. Antislavery reformers sent hundreds of petitions to Congress, which were quickly acted upon.
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.3 - Students will identify the earliest legislative steps taken to end slavery
and the growing sectional tension between the North and South over the expansion of it.

39. White slave owners justified slavery by pointing to the Bible.

a. True
b. False
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Name: Class: Date:

Unit 8: The Peculiar Institution: The Old South and Slavery, 1800–1860

ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.8 - Students will examine the growth of the slave population, the
characteristics of Southerners who owned slaves, and the relationship between slave and
owner between 1800 and 1860.

40. David Walker’s Appeal was widely read and accepted by the white South.
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.9 - Students will identify the arguments for and against slavery.

41. Young male slaves would bring the highest prices in the slave markets.
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.7 - Students will distinguish between factual and fictional statements about
slavery.

42. Southern society knew about white men’s sexual – often forced – relationships with slave women but pretended not to
notice.
a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: USHI.MTX.15.8.8 - Students will examine the growth of the slave population, the
characteristics of Southerners who owned slaves, and the relationship between slave and
owner between 1800 and 1860.

43. Slaves could legally marry and form families.

a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: USHI.MTX.15.8.7 - Students will distinguish between factual and fictional statements about
slavery.

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