APUSH Ch. 10-11

E

Susan Warner responded to financial adversity by: A) working as a nanny for the children of John Jacob Astor. B) taking a job in a Lowell textile mill. C) opening a school for girls. D) giving piano lessons in her home. E) writing a novel for publication.

C

From 1820 to 1860, the American economy witnessed a: A) lower standard of living. B) decline in worker productivity. C) doubling of per capita income. D) trend toward regional isolation. E) consistent increase in available jobs and goods.

A

All of the following factors contributed to American economic growth from 1820 to 1860 EXCEPT the: A) maintenance of low tariff rates. B) increasing population. C) abundance of natural resources. D) improved transportation E) influx of European capital.

C

During the 1820s and 1830s, canal building projects: A) fostered strong ties between the North and South. B) revitalized eastern cities and hindered western settlement. C) carried people and goods long distances for a lower cost. D) increased freight rates to cover project expenses. E) were universally successful.

B

By the late 1830s, the ________ had become the country’s granary. A) Louisiana Territory B) Old Northwest C) Mississippi Valley D) upper South E) Southwest

E

State governments promoted economic growth by: A) allowing workers to form unions. B) repealing laws of incorporation. C) taxing interstate commerce. D) guarding against special privileges. E) underwriting bonds for improvement projects.

C

Intangible factors contributing to America’s antebellum economic growth included the: A) repudiation of slavery and the unionization of workers. B) need to compensate for the continual shortage of labor and goods. C) entrepreneurial mentality and mechanical nature of most Americans. D) steady issue of government patents for new tools and machines. E) rapid expansion of, and improvement in, transportation networks.

A

The early mechanization of the cloth industry: A) supplemented rather than replaced home manufacturing. B) increased both the volume and price of its goods. C) took place in rural villages of the Old Northwest. D) occurred primarily in the South. E) seldom saw women or children employed as laborers.

A

Antebellum advocates of public education hoped that the schools would: A) counter unsettling effects of economic change. B) provide employment for African-American women. C) challenge the dominance of middle-class values. D) teach students to think and act independently. E) demonstrate the benefits of economic progress.

E

Manufacturers primarily valued education for their workers because it: A) created upward economic mobility. B) promoted feelings of self-worth. C) improved intellectual skills. D) removed child laborers from the workforce. E) encouraged habits of discipline and productivity.

A

Horace Mann championed which of the following educational reforms? A) uniform curricula and teacher training B) gradeless, open-concept schools C) private funding and control D) local curricular decisions E) theological training for ministers

B

Between 1819 and 1824, a series of Supreme Court decisions established the basic principle that: A) states could modify their charters. B) contracts were binding legal instruments. C) debtors could repudiate unfair debts. D) land should not be taken from Indians without their consent. E) land was intended for subsistence, not exploitation.

E

The dramatic rise in railroad construction in the two decades before the Civil War contributed to the: A) spread of slavery to the Pacific Ocean. B) higher costs of transportation. C) intervention of governmental controls. D) demise of American agriculture. E) trend toward regional specialization.

C

By the 1850s, all of the following factors undermined the united action of women mill workers EXCEPT the: A) use of segregated living quarters. B) arrival of Irish immigrants. C) long tenure of women workers. D) hard economic times. E) hiring of more male workers.

B

For most Cincinnati workers before the Civil War, manufacturing jobs: A) encouraged the "manly virtues." B) imposed a form of "wage slavery." C) depended upon worker skills. D) were dominated by African Americans. E) guaranteed a decent livelihood.

D

The concept of domesticity: A) asserted that all white women should employ domestics. B) elevated women’s economic and political status. C) confined women to home and family activities. D) implied the moral superiority of women. E) helped working-class women make psychological sense of their lives.

D

The role of the ideal woman in antebellum America was to: A) perform complementary tasks in the family’s struggle to get ahead. B) provide lands and goods for her husband upon their marriage. C) pursue a rewarding and professional career. D) create a clean and wholesome home for family life. E) produce vital goods or earn money necessary for the family’s subsistence.

C

A dramatic rise in the concentration of wealth in the United States from 1820 to 1860: A) calmed labor protests. B) eased social tensions. C) hardened class lines. D) resulted in mass suffering. E) led to social equality.

E

The continuing urban growth of New York City from 1820 to 1860 resulted primarily from its: A) manufacturing of textiles. B) access to waterpower. C) being an intersection of natural transportation routes. D) access to the National Road. E) role in domestic and foreign trade.

C

For outworkers, the invention of the sewing machine in the mid-1840s: A) ensured easier and more pleasant tasks. B) allowed workers to labor at home for the first time. C) led bosses to expect a greater volume of work. D) reduced the pool of potential workers. E) put many out of work because of the cost of the machine.

E

A short-lived strike by Lowell’s women workers in February 1834 occurred in protest of: A) poor sales. B) employment of African Americans. C) rising inventories. D) falling prices. E) wage cuts.

D

Women workers at the Lowell mills: A) faced challenging and varied routines. B) received wages equal to those of men. C) occupied operative as well as managerial positions. D) lived in closely supervised company boardinghouses. E) seldom formed close ties with one another.

D

The women who came to Lowell for mill jobs were: A) attempting to escape conditions of desperate poverty at home. B) looking for work after their homes had been destroyed by Indians. C) recruited only after owners failed to locate sufficient immigrant workers. D) the first women to labor outside their homes in large numbers. E) eager for permanent work and opportunities for advancement.

E

The most important innovation of Francis Cabot Lowell’s Waltham operation was to: A) accumulate the capital of a wide-ranging group of associates. B) use New England’s swift-flowing streams to power his mills. C) employ women and children as workers. D) divide the tasks of spinning and weaving into separate operations. E) combine the steps of cotton production under one roof.

E

The participants in the Philadelphia riots of August 1834: A) were apprehended and charged with reckless behavior. B) did not live in the immediate neighborhood. C) were against Mormons and Shakers. D) had moved to the city from the South. E) came from the bottom of the occupational and economic ladder.

A

Riots in Philadelphia in August 1834 stemmed primarily from: A) racial tensions. B) religious antagonisms. C) nativist sentiments. D) economic depression. E) police brutality.

E

In most northern states, free blacks were: A) admitted to public as well as private schools. B) given equal economic opportunities. C) granted the right to vote. D) treated as social equals. E) segregated from whites in public facilities.

A

The Northwest became tied to antebellum eastern markets with the increasing production of: A) wheat. B) corn. C) sheep. D) cattle. E) hogs.

C

Although the American economy developed rapidly between 1820 and 1860: A) the labor force became an organized and disruptive factor. B) Americans lost the sense of pride and optimism that had prevailed in preindustrial America. C) expansion was cyclic in nature and interrupted by periods of depression. D) it was dependent on trade with Mexico and Latin America. E) industrial profits remained low due to continual demands for capital.

C

From 1820 to 1860, more eastern farmers: A) bartered products as payment for goods. B) abandoned their crops and went into manufacturing. C) used "scientific" methods to increase profits. D) raised crops and animals for home use. E) became isolated from urban markets.

D

The lesson Frederick Douglass learned on how to survive slavery was to: A) pretend that nothing bad was happening. B) act defiantly at every opportunity. C) obey every command of his master or mistress. D) understand and outwit his oppressors. E) endure all suffering in silent dignity.

E

The most recent historical interpretations of slavery have viewed the institution: A) as uniformly cruel and oppressive. B) as relatively humane and paternalistic. C) through the interactions of masters and slaves. D) from the perspective of northerners. E) through eyes of the slaves themselves.

E

The majority of white Southerners in antebellum America owned: A) more than 20 slaves. B) more than 50 slaves. C) between one and 10 slaves. D) more than 100 slaves. E) no slaves at all.

B

The invention of the cotton gin in 1793: A) slowed expansion into the Southwest. B) tied the southern economy to cotton production. C) caused plantation owners to plant tobacco. D) undermined the plantation system. E) revived the subject of abolitionism.

A

From 1815 to 1860, southern production of cotton: A) represented more than half of all American exports. B) harmed the interests of northern merchants and western farmers. C) shrank by 50 percent. D) surpassed the corn crop in terms of total acreage. E) contributed to a steady decline in the region’s per capita income.

D

Laws to control the domestic slave trade were: A) regulated by the British navy. B) strictly enforced by the president. C) passed to protect slave families. D) poorly enforced and usually short lived. E) enacted by Congress in 1808.

B

Southerners migrated southwestward in huge numbers between 1830 and 1860, seeking new lands for the: A) diversification of agriculture. B) production of cotton. C) development of industry. D) cultivation of tobacco. E) herding of livestock.

E

The majority of slaves were engaged in: A) domestic service. B) industrial tasks. C) factory work. D) mining operations. E) agricultural labor.

D

The Tredegar Iron Company of Richmond decided in 1847 to shift from white to slave labor to: A) show their solidarity with other white slave owners. B) reduce the costs of labor and capital investments. C) expand the pool of slave laborers for industrial enterprises. D) destroy the potential power of organized white workers to strike. E) offer slaves useful skills for their later lives as free blacks.

C

White artisans in the South viewed black workers as: A) potential colleagues. B) fellow workers. C) threats to their livelihoods. D) no real competition. E) valuable assets.

C

The typical slaveholder owned: A) more than 50 slaves. B) only one or two slaves. C) fewer than 10 slaves. D) between 10 and 15 slaves. E) more than 20 slaves.

C

Most whites in the antebellum South: A) avoided the social stigma of slaveholding. B) resented the political influence of white slaveholders. C) regarded slaveholding as a path to upward economic mobility. D) wanted the abolition of slavery. E) owned between five and ten slaves prior to 1860.

B

Sociologist George Fitzhugh argued that southern black slaves: A) should be gradually amalgamated with the white race. B) received better treatment than northern factory workers. C) deserved gradual emancipation and limited economic opportunities. D) did not need the paternal guidance of white masters. E) worked harder than white factory workers in the North.

C

Wealthy southern planters justified slavery in terms of white superiority because such a defense: A) reflected their blind racism. B) coincided with the main ideological directions of the time. C) deflected potential class antagonisms among whites. D) fit in with the democratic ideals of the time. E) emphasized the profitability of the institution.

B

Slave spirituals reiterated one basic Christian theme: A) do unto others as you would have them do unto you. B) a chosen people were held captive but would be delivered. C) servants, obey your masters. D) love one another. E) if someone slaps you, turn the other cheek.

D

In the slave folktales, Brer Rabbit: A) falls victim because of his weak and careless nature. B) suffers because of his weakness. C) watches out for the other animals of the forest. D) knows how to use his cunning to outwit his enemies. E) demonstrates the foolishness of resistance to stronger foes.

C

The slave conspiracies of Gabriel Prosser in 1800 and Denmark Vesey in 1822 were both thwarted by: A) spies planted among the slaves. B) mass executions of the leaders. C) internal betrayal by fellow slaves. D) random killing of innocent blacks. E) white discovery of the plots.

A

The free black population of the United States increased from 1820 to 1860 because of all of the following reasons EXCEPT the: A) continuing immigration of blacks from Africa. B) passing as white. C) natural increase of the free black population. D) results of personal purchases and manumissions. E) successful escapes of slaves from the South.

B

Many slaveholders urged their slaves to attend church because it: A) improved the intelligence and morals of the slaves. B) offered the slaveholder a form of social control. C) allowed slaves an opportunity for singing and dancing. D) gave the slaves something to do on their one day off. E) enhanced the slaveholder’s reputation and social standing.

D

Free African Americans were likely to: A) be women and children. B) live near dense plantation centers. C) be younger and more aggressive. D) reside in cities and towns. E) have fewer skills than slaves.

B

Following the convergence of Nat Turner’s revolt and William Lloyd Garrison’s publication of the abolitionist Liberator in 1831: A) masters had less fear of slave revolts. B) state laws prohibiting manumission were passed in the South. C) laws protecting slaves from overly severe treatment were repealed. D) the material conditions for slaves worsened. E) the slaves’ expectations of freedom were heightened.

E

Slavery inhibited the economic growth of the South because of the slaveholders’: A) high maintenance costs. B) unstable cotton prices. C) low profit yields. D) paternalistic attitudes. E) undiversified capital investments.

B

For southern white women, Mary Boykin Chesnut regarded "the sorest spot" of slavery as the: A) breaking up of slave families. B) double standard of plantation sexuality. C) obligation to feed, clothe, and nurse additional children. D) excessive cruelty of the overseers. E) social isolation and loneliness.

B

The yeoman farmers of the South: A) formed a small portion of the population. B) were fiercely proud of their independence. C) showed little interest in political issues. D) lived in the Appalachian Mountains. E) owned very few slaves.