Deck 9: The Rise of the South

Question 1

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Ferdinand L. Steel

Answer 1

Answer not provided.

Question 2

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Abolition of Negro Slavery

Answer 2

Answer not provided.

Question 3

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Seminole Wars

Answer 3

Answer not provided.

Question 4

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
removal of the Shawnees

Question 5

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the "Cotton Kingdom"

Question 6

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Indian Removal Act of 1830

Question 7

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
yeoman farmers

Question 8

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
yeoman folk culture

Question 9

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the "civilizing act" of 1819

Question 10

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
free blacks of the antebellum South

Question 11

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Treaty of New Echota

Question 12

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
landless whites of the antebellum South

Question 13

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Trail of Tears

Question 14

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Sally Hemings

Question 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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Population distribution in the antebellum South

Question 16

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Proslavery arguments in the antebellum South

Question 17

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Cherokee renaissance

Question 18

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
President James Monroe's removal message of 1824

Question 19

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Cherokee Nation v. Georgia and Worcester v. Georgia

Question 20

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
democratic reform movements in the antebellum South

Question 21

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the "fancy trade"

Question 22

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 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)

Question 23

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
slaves' religion

Question 24

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
slave resistance and rebellion

Question 25

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
slave traders

Question 26

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the slave-master relationship

Question 27

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
slaves' work routines

Question 28

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
slaveholding planters of the antebellum South

Question 29

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the task system

Question 30

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Denmark Vesey

Question 31

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Nat Turner

Question 32

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
violence against slaves in the antebellum South

Question 33

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
Bennet Barrow

Question 34

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
women of the planter class in the antebellum South

Question 35

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
The slave family

Question 36

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
slave culture

Question 37

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the "ostrich game"

Question 38

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
southern paternalism

Question 39

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
slaves' music

Question 40

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 this question: What were the political, social, economic,
and/or cultural consequences of this item?
the practice of mortgaging slaves

Question 41

This Cherokee invented a system of writing for his people.

A) Sequoyah
B) Tecumseh
C) Prophet
D) Chief John Ross

Question 42

Largely as a result of having become a slave society, the Old South

A) rejected wealth as a determinant of one's social position.
B) accepted the concept that there was honor in all labor, even manual labor.
C) rejected the wage labor system of the North and West.
D) accepted the concept of democracy more readily that the North.

Question 43

The Seminole War between 1835 and 1842 ended with

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 44

In the 1840s and 1850s, the political power base of the South shifted to

A) old southern states like Virginia and South Carolina.
B) yeoman farmers and away from planters.
C) planters who wanted to modernize southern society.
D) southwestern boom states such as Mississippi and Louisiana.

Question 45

Small southern farmers who migrated into the area west of the Appalachians in the early nineteenth century wanted to

A) take advantage of the expanding market economy by becoming commercial farmers.
B) establish a nonslaveholding agrarian society.
C) take advantage of the lucrative fur trade in the region.
D) acquire rich, fertile farmland.

Question 46

When the removal policy of the 1830s was completed,

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 47

Which of the following was a major demographic characteristic of southern society between 1830 and 1860?

A) The population became increasingly urban.
B) The number of foreign-born residents equaled that of the North.
C) The region's population density was low.
D) The region had many more women than men.

Question 48

The largest antebellum southern industry was

A) clothing.
B) fishing.
C) lumbering.
D) shipbuilding.

Question 49

Which of the following is true of the relatively typical southern yeoman farmer, Ferdinand Steel?

A) He worked so hard that he had time for neither family nor religion.
B) Although he grew cotton as a cash crop, he owned no slaves and lived a life marked by hard work and financial insecurity.
C) He spent his lifetime aspiring to become a planter.
D) He planted only cotton because doing so was the only way to acquire capital for the acquisition of land and slaves.

Question 50

Research indicates that in the antebellum South, slavery

A) caused boom-and-bust economic cycles to occur more frequently in the South than they occurred in the North.
B) made it impossible for southern planters to participate in the emerging market economy.
C) was a profitable labor system.
D) caused a greater maldistribution of wealth in southern society than that found in northern society.

Question 51

In Worcester v. Georgia, Chief Justice John Marshall

A) ruled that matters pertaining to Indian tribes should be settled by Congress rather than the courts.
B) ruled that the laws of Georgia had no force in the Cherokee nation.
C) upheld the removal of Native Americans from the South.
D) declared that the state government of Georgia could seize Indian lands within its borders.

Question 52

For which of the following reasons may the South be considered "distinctive" in comparison to the rest of the United States in the period from 1830 to 1860?

A) Most southerners were Protestants while most northerners were Catholics.
B) In the South, the liberty of one race depended on the enslavement of another,
C) The South was geographically much smaller than the North.
D) Southerners for the most part did not participate in the westward expansion of the nation.

Question 53

When President Monroe first proposed the policy of Indian removal to the West, he did so in response to pressure from

A) the state of Georgia.
B) Christian missionaries.
C) the Department of War.
D) the Native Americans themselves.

Question 54

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

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.

Question 55

Until the 1840s, the North and the South were similar in which of the following ways?

A) Both southerners and northerners experienced an expanding capitalist economy.
B) Both regions had an equal commitment to industrialization.
C) Slavery was clearly profitable in both regions.
D) Both regions invested heavily in the building of canals and railroads.

Question 56

The absence of highly developed schools, churches, and libraries in the South between 1800 and 1860 may be explained by which of the following?

A) Southerners did not enjoy socializing as much as their northern counterparts.
B) Most southerners were far too busy to devote time to nonwork activities.
C) Southerners were afraid that the presence of such institutions would lead to a mixture of the races.
D) The South's low population density meant that financing and operating such institutions was difficult.

Question 57

Which of the following arguments was most likely to have been used by southerners in the 1830s and 1840s to defend the institution of slavery?

A) It is true that slavery is an evil within human society, but for economic reasons it is presently a necessary evil.
B) Society is ordered in a particular way by the dictates of nature, and nature has ordained that blacks are born to be slaves.
C) All whites are born to be free and equal, but all nonwhites are frowned on by God and were born to be slaves.
D) Human beings are equal in the sight of God only if they have accepted the tenets of Christianity; therefore, non-Christians may be enslaved.

Question 58

In their defense of slavery, southerners often demonstrated a belief in

A) egalitarianism among all whites.
B) maintaining the social order as God and nature had prescribed it.
C) the eventual emergence of a truly integrated society.
D) education as a way to achieve the goal of equality among all people.

Question 59

Which of the following arguments was offered by southerners as a defense of slavery?

A) Blacks as a race are more physical and less intellectual than whites; therefore, slavery is the natural condition of blacks.
B) By climate and geography, the South is destined to be and to remain a slave society.
C) Slavery is the major means by which all nonwhites throughout the world may ultimately be lifted to a more civilized state.
D) God has decreed that slavery be used to carry His message to the infidels of the world.

Question 60

In the period from 1830 to 1860, the North and the South were different in which of the following ways?

A) The South, unlike the North, did not experience the booms and busts of the market economy.
B) Entrepreneurs in the South, unlike those in the North, operated outside the newly emerging market economy.
C) The South attracted fewer immigrants than the North.
D) Wealth and property were more evenly divided in the North than in the South.

Question 61

Slave cabins were usually

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

Question 62

Which of the following was true of free blacks in the South between 1830 and 1860?

A) They often owned land.
B) They usually worked as skilled laborers.
C) They were legally required to move to a free state or face being enslaved.
D) They were not legally permitted to own a gun.

Question 63

Which of the following was generally true of slaves in the South Carolina and Georgia low country?

A) They worked under the task system.
B) They were free to determine their own work patterns.
C) They were separated into a strict hierarchy of field slaves and house slaves.
D) They frequently engaged in work stoppages in an attempt to improve working conditions.

Question 64

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

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.

Question 65

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

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

Question 66

The paternalistic ideology of the plantation elite

A) masked the harsh realities of the slave system and of the treatment of slaves.
B) was nothing more than a myth advanced by southern writers.
C) was used to hide the belief by slaveowners that slavery was morally wrong.
D) was openly questioned by religious leaders in the South.

Question 67

Which of the following is true of landless whites in the South between 1830 and 1860?

A) They usually relied on public relief agencies for food, clothing, and shelter.
B) They often struggled to save enough money from their meager wages to buy land.
C) They were usually able to obtain steady employment.
D) Their economic status was comparable to that of most yeoman farmers.

Question 68

The wife in an upper-class antebellum southern family was

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 69

Most members of the planter aristocracy saw themselves as

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 70

What impact did slavery have on the southern value system?

A) The presence of slave labor created an egalitarian value system among the white majority.
B) Slavery created constant tension between slaveowners and nonslaveowners.
C) The availability of slave labor had the effect of devaluing free labor in the South.
D) Slavery created a strong sense of community responsibility among the white majority.

Question 71

The mulattos of New Orleans, Charleston, and Mobile differed from most other southern mulattos in that they

A) formed a society of their own and were recognized as a distinct class.
B) were allowed to vote in city elections.
C) were descended from slaves who were emancipated in the era of the American Revolution.
D) were immigrants from Haiti who fled their homeland in the 1790s.

Question 72

Most planters in the boom states of Alabama and Mississippi in the 1840s

A) were descended from old Virginia and South Carolina families.
B) lived in grand plantation mansions.
C) had begun to see the slave-labor system as a hindrance to economic progress.
D) were newly rich.

Question 73

By the 1830s, the state governments in the recently settled states of the Old Southwest had become.

A) more and more corrupt.
B) less representative of the masses.
C) more democratic.
D) less democratic.

Question 74

Which of the following best describes the diet of most slaves in the antebellum South?

A) It was monotonous and lacked proper nutritional value.
B) It was healthy and nutritious.
C) It was so inadequate that many slaves lived on the verge of starvation.
D) It was usually devoid of meat.

Question 75

Which of the following is an explanation for the absence of serious conflict between slaveholders and non- slaveholders in the antebellum South?

A) Nonslaveholders recognized and accepted the superiority of the planter class.
B) Despite their wealth and power, slaveholders did not expect special privileges.
C) They closely relied on each other economically.
D) A sense of shared racial superiority among whites muted class differences.

Question 76

Which of the following is true of southern society between 1830 and 1860?

A) The increased opportunities that accompanied the cotton boom led to a more nearly even distribution of wealth.
B) Slaveholders became less and less concerned about the loyalty of nonslaveholders.
C) The percentage of white southern families owning slaves steadily declined.
D) As southern society became more democratic, it also became more tolerant of dissent.

Question 77

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

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

Question 78

With regard to sexual relations between white men and slave women in the antebellum South, white southern women

A) increasingly spoke out against such liaisons in the 1830s and 1840s.
B) were supposed to pretend that they did not notice.
C) actively sought passage of laws against interracial sexual relations.
D) usually placed the blame for such relationships on slave women.

Question 79

Which of the following is a true statement about slaveowners?

A) Most slaveowners felt a sense of guilt for holding other human beings in bondage.
B) Many slaveowners saw slaves as a commodity that could be mortgaged and used as collateral.
C) Many slaveowners respected the cultural traditions of their slaves.
D) Most slaveowners provided their slaves with clean housing, adequate clothing, and nutritious meals.

Question 80

Which of the following is true of the average southern slaveholder?

A) He was born into plantation aristrocracy.
B) He was a man of great wealth.
C) He was refined in manner and generally well educated.
D) He was an aspiring farmer rather than a wealthy aristocrat.