Secession/Civil War/Reconstruction Quiz
Date:
Name:
1.
What agricultural invention, designed to increase
production, had the e ect of increasing the number
of slaves needed for labor in the Deep South?
A.
the wheat reaper
B.
C.
the steel plow
D. the rice mill
4.
the cotton gin
Who was the most important leader of the
Underground Railroad?
A.
Harriet Tubman
B.
William Lloyd Garrison
C.
Phillis Wheatley
D. Sarah Grimke
2.
5.
The growing importance of cotton to the South
created an economy and a society dominated by
A.
managers and professional people.
A.
universal su rage for citizens.
B.
small independent farmers.
B.
the gradual elimination of slavery.
C.
large landowners.
C.
the adoption of a state religion.
D. abolition of state property taxes.
D. industrial leaders.
6.
3.
After the American Revolution, most Northern
state constitutions called for
What led the newspapers to speak of “Bleeding
Kansas” in 1856?
Prior to the Civil War, which group had the most
political power in the South?
A.
ghting between pro-slavery and anti-slavery
forces
A.
plantation owners
B.
B.
attacks on job-seeking Irish immigrants
C.
urban merchants
D. religious o
C.
con ict between cattle ranchers and farmers
cattle ranchers
cials
D. reaction to the U.S. Supreme Court ruling
against Dred Scott
page 1
7.
What is one reason that the Union strategy for
defeating the South included a naval blockade of
Southern ports?
A.
to cut the South o from its supply lines in
the countries of Latin America
B.
to stop Southern attempts to establish slave
plantations in Cuba and Mexico
C.
to prevent Southern e orts to sell cotton in
Europe in exchange for war supplies
9.
Use the graph below to answer the following
question.
D. to deprive the South of shing and whaling
as a primary source of food
According to the graph, which statement is true?
A.
The Missouri Compromise kept the number
of free states and slave states in balance.
B.
The Missouri Compromise kept the total
number of states in the Union the same.
C.
The Missouri Compromise increased the
number of free states but did not change the
number of slave states.
D. The Missouri Compromise increased the
number of slave states but did not change the
number of free states.
8.
Which crop was the biggest cash crop in the
American South during the 1800s?
A.
cotton
B.
rice
C.
corn
D. wheat
10.
How did the cotton gin a ect the Southern
economy from 1800 to 1860?
A.
It encouraged industrialization in the South.
B.
It promoted economic equality in the South.
C.
It strengthened Southerners' reliance on
slavery.
D. It increased Southerners' use of indentured
servants.
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Secession/Civil War/Reconstruction Quiz
11.
The Battle of Vicksburg was signi cant because it
14.
Growth of
the AfricanAmerican
Population:
A.
marked the end of Confederate invasions into
Union territory.
B.
destroyed the South's greatest city, devastating
Confederate morale.
1648
C.
gave the Union control of the Mississippi and
split the Confederacy in two.
1680
1625
D. created a moment appropriate for President
Lincoln to proclaim Emancipation.
23
300
1671
2,000
1700
16,390
3,000
1720
26,559
1740
60,000
1730
1775
30,000
210,000
Which explains the increase in the
African-American population from 1625 to 1775?
12.
Which action abolished slavery in the United
States?
A.
suspension of habeas corpus
B.
passage of the Thirteenth Amendment
C.
passage of the Civil Rights Act of 1866
A.
war
B.
jobs
C.
migration
D. slavery
D. delivery of the Gettysburg Address
15.
13.
Which of these activities had the greatest economic
impact on the southeastern United States between
1800 and 1860?
A.
ship building
B.
C.
logging
D. cotton farming
How was Abraham Lincoln's victory in the 1860
presidential election a turning point in American
history?
A.
Lincoln won the majority of electoral votes
but not a majority of the popular vote.
B.
A coalition of Whigs, Know-Nothings, and
Democrats ran a strong third-party candidate.
C.
The Crittenden Compromise attempted to
resolve tensions aroused by the election.
D. Lincoln's victory prompted Southern secession
and the Civil War that followed.
coal mining
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Secession/Civil War/Reconstruction Quiz
16.
How did the end of the U.S. Civil War a ect
American politics?
A.
Legislation passed that supported property
rights and due process for women.
B.
Legislation passed that established voting
rights for American Indians.
C.
Legislation passed that provided citizenship
and legal protections for freed slaves.
18.
Many Africans were brought to North America to
be slaves for white landowners in the 1700s.
In the space below, identify four characteristics of
life under slavery in the late 1700s.
19.
D. Legislation passed that enhanced individual
states' rights.
The term “secession” refers to which action taken
by Southern states before the American Civil War?
A.
leaving the Union
B.
voting to be slave or free
C.
eliminating the Constitution
D. compromising about slavery
17.
That on the rst day of January, in the year of our
Lord one thousand eight hundred and sixty-three,
all persons held as slaves within any State or
designated part of a State, the people whereof
shall then be in rebellion against the United States,
shall be then, thenceforward, and forever free; and
the Executive Government of the United States,
including the military and naval authority thereof,
will recognize and maintain the freedom of such
persons, and will do no act or acts to repress such
persons, or any of them, in any e orts they may
make for their actual freedom.
20.
Which African custom and tradition brought by
slaves had the greatest in uence on Southerners?
A.
foods
B.
books
C.
clothing
D. religion
Abraham Lincoln, A Proclamation, January 1, 1863
How was issuing the Emancipation Proclamation a
turning point in the Civil War?
A.
It proposed a peace treaty with the
Confederate states.
B.
It established a Freedmen's Bureau to help
freed slaves.
C.
21.
It provided a plan for Reconstruction.
D. It freed slaves in the Confederate states.
One goal of post—Civil War Congressional
Reconstruction was to
A.
repay Confederate war debts.
B.
ensure civil rights for former slaves.
C.
preserve the plantation system.
D. rebuild the Southern naval system.
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Secession/Civil War/Reconstruction Quiz
22.
During Reconstruction, the Freedmen's Bureau
A.
relocated many former slaves to the North.
B.
created a system for tenant farming.
C.
gave forty acres and a mule to former slaves.
23.
D. established schools for former slaves.
One of the functions of the Freedmen's Bureau
was to
A.
discourage segregation in the South.
B.
relocate former slaves to urban areas.
C.
provide assistance to former slaves.
D. reward veterans with land and money.
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Secession/Civil War/Reconstruction Quiz
Read and study documents 1 through 4 about the Reconstruction era in Louisiana. Use the documents to answer the
following questions.
DOCUMENT 1
Portions of the Black Code of St. Landry Parish, Louisiana, 1865
Sec. 1. Be it ordained by the police jury of the parish of St. Landry, That no negro shall be allowed to pass within the
limits of said parish without special permit in writing from his employer. Whoever shall violate this provision shall pay
a ne of two dollars and fty cents, or in default thereof [if unable to pay the ne] shall be forced to work four days on
the public road, or su er corporeal [physical] punishment as provided hereinafter.
Sec. 3. No negro shall be permitted to rent or keep a house within said parish. Any negro violating this provision shall
be immediately ejected [removed] and compelled [required] to nd an employer; and any person who shall rent, or give
the use of any house to any negro, in violation of this section, shall pay a ne of ve dollars for each o ence.
Sec. 4. Every negro is required to be in the regular service of some white person, or former owner, who shall be held
responsible for the conduct of said negro. But said employer or former owner may permit said negro to hire his own
time by special permission in writing, which permission shall not extend over seven days at any one time.
Sec. 5. No public meetings or congregations of negroes shall be allowed within said parish after sunset; but such public
meetings and congregations may be held between the hours of sunrise and sunset, by the special permission in writing
of the captain of patrol, within whose beat such meetings shall take place.
Sec. 6. No negro shall be permitted to preach, exhort, or otherwise declaim [speak] to congregations of colored people,
without a special permission in writing from the president of the police jury.
Sec. 7. No negro who is not in the military service shall be allowed to carry re-arms, or any kind of weapons, within
the parish, without the special written permission of his employers, approved and indorsed by the nearest and most
convenient chief of patrol.
Sec. 8. No negro shall sell, barter, or exchange any articles of merchandise or tra c within said parish without the
special written permission of his employer, specifying the article of sale, barter or tra c.
Sec. 11. It shall be the duty of every citizen to act as a police o cer for the detection of o ences and the apprehension
[arrest] of o enders, who shall be immediately handed over to the proper captain or chief of patrol.
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Secession/Civil War/Reconstruction Quiz
DOCUMENT 2
Picture and Speech about the New Orleans Riot, 1866
Louisiana Republicans called a constitutional convention in 1866 and invited over two hundred African American men to
participate. They met in a building called the Mechanics' Institute in New Orleans. A group of whites, aided by the
police, attacked the convention, resulting in over thirty deaths and many injuries. The picture and quotation below relate
to these events.
The Riot in New Orleans—Murdering Negroes in the Rear of Mechanics' Institute
Excerpt from President Andrew Jonson's Speech in St. Louis, September 8, 1886
Pehaps if you had a word or two on the subject of New Orleans, you might understand more about it than you
do. . . If you will take up the riot at New ORleans and trace it back to its source, or to its immediate cause, you
will nd out who was responsible for the blood that was shed there.
If you will take up the riot at New Orleans and trace it back to the Radical Congress, you will nd that the riot at
New Orleans was substantially planned—if you will take up the proceedings in their caucuses [meetings] you will
understand that they there knew that a conversation was to be called which was extinct, by its powers having
expired; that it was said, and the intention was that a new Government was to be organized; and in the organization
of that Government the intention was to enfranchise one portion of the population called the colored population,
who had just been emancipated, and at the same time disfranchise white men.
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Secession/Civil War/Reconstruction Quiz
DOCUMENT 3
Excerpt from the First Reconstruction Act of 1867, Passed by the Congress over the Veto of President Andrew
Johnson
Whereas no legal State governments or adequate protection for life or property now exists in the rebel States of
Virginia, North Carolina, South Carolina, Georgia, Mississippi, Alabama, Louisiana, Florida, Texas, and Arkansas;
and whereas it is necessary that peace and good order should be enforced in said States until loyal and republican
State governments can be legally established: Therefore,
Be it enacted by the Senate and House of Representatives of teh United States of America in Congress assembled,
That said rebel States shall be divided into military districts and made subject to the military authority of the
United States. . .
Sec. 5 And be it further enacted, That when the people of any one of said rebel States shall have formed a
constitution of government in conformity with the Constitution of the United States in all respects, framed by a
convention of delegates elected by the male citizens of said State, twenty–one years old and upward, of whatever
race, color, or previous condition, who have been resident in said State for one year previous to the day of such
election. . . and when such constitution shall provide that the elective franchise [vote] shall be enjoyed by all such
persons as have the quali cations herein stated for the electors of the delegates, and when such constitution shall
be rati ed by a majority of the persons voting. . . and when such constitution shall have been submitted to the
Congress for examination and approval, and Congress shall have aproved the same,. . . said State shall be declared
entitled to representation in Congress.
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Secession/Civil War/Reconstruction Quiz
DOCUMENT 4
The Louisiana Constitution of 1868
The illustration below shows a portion of a print titled, “Extract from the reconstructed Constitution of the state of
Louisiana, with portraits of the distinguished members of the Convention & Assembly, A.D. 1868.” Excerpts from the
Louisiana Constitution of 1868 appear on the sides of the illustration and are also shown below.
On the Left Side of the Illustration:
Bill of Rights
Article 13
All persons shall enjoy equal rights and privileges upon any conveyance of a public character; and all places of
business or of public resort, shall be deemed places of a public character, and shall be opened to the accomidation
and patronage [use] of all persons without distiction or discrimination on account of race or COLOR.
On the Right Side of the Illustration:
Public Education
Article 135
All children of this State shall be admited to the Public Schools or other Institutions of learning sustained or
established by the State in COMMON, without distinction of RACE, COLOR, or PREVIOUS CONDITION. THere
shall be no separate schools or institutions of learning established exclusively for any Race by the State of
Louisiana.
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Secession/Civil War/Reconstruction Quiz
24.
27.
Which statement best describes supporters of
Radical Reconstruction?
A.
They emphasized the need for rearmament of
the South.
A.
Freed slaves served as public o cials for the
rst time.
B.
They encouraged the appointment of rebel
leaders to high government posts.
B.
Carpetbaggers had di culty voting or holding
elected o ce.
C.
They promoted advances in rights that would
later be undermined.
C.
The Democratic Party was in control of most
state legislatures.
D. State governments had more power than the
federal government.
D. They focused on industrialization in the South.
25.
Which best describes Southern politics during
Reconstruction?
Why did Congress pass laws protecting civil rights
during Reconstruction?
A.
to reverse the Dred Scott decision
B.
to abolish black codes in the South
C.
to punish former Confederate soldiers
28.
D. to help former slaves migrate to the North
What main goal did many Republicans in the
North share during Reconstruction?
A.
allowing government o cials to enforce black
codes
B.
building strong support for groups like the Ku
Klux Klan
C.
helping freedmen move North to work in
factories
D. adding numbers to their political party by
helping freedmen
26.
Which of these is the strongest evidence of the
federal government showing its power over state
governments during the Reconstruction period?
A.
the creation of the sharecropping system
B.
the migration of carpetbaggers into southern
states
C.
the military occupation of former Confederate
states
29.
D. the creation of the Freedmen's Bureau
How did the Freedmen's Bureau assist freed slaves
in the South after the Civil War?
A.
It helped them start small businesses.
B.
It gave them each forty acres of land.
C.
It set up a sharecropping system for them.
D. It created educational opportunities for them.
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Secession/Civil War/Reconstruction Quiz
30.
Which action best describes the role of the
Democratic Party in Reconstruction in Louisiana?
A.
Democrats proposed gradually increasing civil
rights for African Americans.
B.
Democrats attempted to restore pre-war social
conditions.
C.
Democrats focused on developing new sources
of jobs for whites.
D. Democrats supported new limits on
immigration.
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Secession/Civil War/Reconstruction Quiz
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Secession/Civil War/Reconstruction Quiz
1/31/2020
1.
Answer:
Points:
B
1
15.
Answer:
Points:
D
1
2.
Answer:
Points:
C
1
16.
Answer:
Points:
C
1
3.
Answer:
Points:
A
1
17.
Answer:
Points:
D
1
4.
Answer:
Points:
A
1
5.
Answer:
Points:
B
1
Objective:
Points:
Slaves could not vote, were not paid
for their work, could not own land, and
did not have control over keeping their
families together.
OH 5.B
1
6.
Answer:
Points:
A
1
7.
Answer:
Points:
19.
Answer:
Objective:
Points:
A
OH 8.G
1
C
1
8.
Answer:
Points:
20.
Answer:
Points:
A
1
A
1
9.
Answer:
Objective:
Points:
21.
Answer:
Points:
B
1
A
LA G-1A-M2
1
22.
Answer:
Points:
D
1
10.
Answer:
Points:
C
1
23.
Answer:
Points:
C
1
11.
Answer:
Points:
C
1
12.
Answer:
Points:
24.
Answer:
Objective:
Points:
C
LA H-1D-M2
1
B
1
13.
Answer:
Points:
25.
Answer:
Points:
B
1
D
1
14.
Answer:
Points:
26.
Answer:
Points:
C
1
D
1
27.
Answer:
Points:
A
1
18.
Answer:
Teacher's Key
28.
Answer:
Points:
D
1
29.
Answer:
Points:
D
1
30.
Answer:
Objective:
Points:
B
LA H-1D-M2
1
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