Version 1 1
Student name:__________
1) Contrast the terms of Lincoln’s program of Reconstruction with Johnson’s program.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : manual
2) What were the Black codes? What role did they play in the early stages of
Reconstruction?
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : manual
3) Explain why four of the following issues were important to freed people after the Civil
War: marriage, family, names, travel, labor contracts, and work done by women and children.
Version 1 2
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : manual
4) What were the provisions of the Fourteenth Amendment?
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : manual
5) Why did Republicans in Congress impeach Johnson? Was this action justified?
Version 1 3
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Congressional Reconstruction
Learning Objective : Describe Congress’s approach to Reconstruction.
Gradable : manual
6) How did the election of Rutherford Hayes, a Republican, signal the end of
Reconstruction?
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : The End of Reconstruction
Learning Objective : Identify the factors that shifted support away from Reconstruction.
Gradable : manual
7) What were the advantages and disadvantages of sharecropping to Black laborers? To
white landowners?
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : manual
Version 1 4
8) Describe how everyday life changed for former slaves after emancipation. How did the
agricultural system of labor change in the South?
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : manual
9) Consider this statement: “The persistence of racism, in both the North and the South, lay
at the heart of Reconstruction’s failure.” Agree or disagree, and explain why.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : The End of Reconstruction
Learning Objective : Identify the factors that shifted support away from Reconstruction.
Gradable : manual
10) List three major achievements of the radical governments in the South. Which was the
most important, and why?
Version 1 5
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Reconstruction by Southern Governments
Learning Objective : Compare and contrast the three main groups who represented the new Republican pa
Gradable : manual
11) Some northerners wished to provide for a distribution of southern lands to former slaves.
Describe that plan and the fate it met. Do you think Reconstruction might had a chance of
succeeding without some form of land redistribution? Why or why not?
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Congressional Reconstruction
Learning Objective : Describe Congress’s approach to Reconstruction.
Gradable : manual
12) Why did religion and education play such a key role in African American culture in the
South during the Reconstruction era? Give examples of how both areas were important to Black
life.
Version 1 6
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : manual
13) Outline the three stages of Reconstruction, providing specific details on each stage of
development.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Topic : Reconstruction by Southern Governments
Topic : Congressional Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Learning Objective : Describe Congress’s approach to Reconstruction.
Learning Objective : Compare and contrast the three main groups who represented the new Republican pa
Gradable : manual
14) Explain the impeachment of Andrew Johnson. How was the act of impeachment legal?
How was it illegal?
Version 1 7
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Congressional Reconstruction
Learning Objective : Describe Congress’s approach to Reconstruction.
Gradable : manual
15) President Johnson’s home state of ________, in which he had served as senator and then
ruled as military governor, ratified the Fourteenth Amendment against his wishes and was thus
readmitted in 1866 before the Reconstruction Acts were passed.
15) ______
Question Details
Accessibility : Keyboard Navigation
Topic : Presidential Reconstruction
Bloom’s : Remember
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
16) The agency established by the federal government to protect freed people’s economic
rights was commonly known as the ________ Bureau.
16) ______
Question Details
Accessibility : Keyboard Navigation
Topic : Presidential Reconstruction
Bloom’s : Remember
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
17) The economic system whereby a farmer rents the land by paying not with cash but with a
fraction (often half) of the harvest is known as ________.
17) ______
Version 1 8
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : automatic
18) ________ finally won the 1876 election after an electoral commission awarded him all of
the disputed electoral votes from three southern states. (Provide the individual’s last name only.)
18) ______
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : The End of Reconstruction
Learning Objective : Identify the factors that shifted support away from Reconstruction.
Gradable : automatic
19) Ultimately, wartime ideals and the goals of a real Reconstruction were scuttled by a deep-
seated ________ in America.
19) ______
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : The End of Reconstruction
Learning Objective : Identify the factors that shifted support away from Reconstruction.
Gradable : automatic
20) The chapter introduction tells the story of Benjamin Montgomery to make the point that
20) ______
Version 1 9
A) former slaves who really tried could achieve a measure of prosperity in the postwar
South.
B) reconstruction clearly hinged on northern rather than southern actions after the war.
C) reconstruction was an impossible task, for neither northerners nor southerners wanted
African Americans to gain political and economic opportunity.
D) for former slaves to attain meaningful lives as free citizens, they would need
economic power, which in turn required political power.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
21) What two issues lay at the heart of Reconstruction?
21) ______
A) whether the federal or state government was ultimately sovereign, and whether
African Americans or Native Americans were the most oppressed minority group
B) which party would gain the ascendancy, and how the government could regulate the
economy
C) the future of political and economic power for African Americans, and the future of
North-South economic and political relations
D) rebuilding the North’s shattered economy, and restoring the South’s shattered society
Question Details
Accessibility : Keyboard Navigation
Topic : Presidential Reconstruction
Bloom’s : Remember
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
Version 1 10
22) During the war, congressional leaders felt that Lincoln’s plan ________, so they passed
________.
22) ______
A) would cost them votes in the North; a program designed to attract white support in the
South
B) ignored the reality of slavery; the Thirteenth Amendment over the president’s
objections
C) was too lenient; the more stringent Wade-Davis bill, which Lincoln pocket-vetoed
D) was acceptable; its essential provisions, but shifted primary responsibility to Congress
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
23) Both Lincoln’s and Johnson’s Reconstruction plans shared an intent to
23) ______
A) provide economic assistance to former slaves.
B) punish the southern planter class for its rebellion.
C) liberally grant pardons to Confederate soldiers.
D) give Congress the final say in shaping the Reconstruction process.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
Version 1 11
24) The Radical Republicans in Congress approached Reconstruction with the conviction that
24) ______
A) to heal the nation, the South should be treated with generosity and compassion.
B) to avoid any recurrence of southern resistance, the power of the planter class should be
restored, with full land ownership.
C) to complete the task of the war, slavery must be totally and irrevocably abolished.
D) to keep faith with the antislavery crusade, the rights of freedmen must include rights
for white and Black women.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
25) The southern response to war’s end and Johnson’s program of Reconstruction indicated
25) ______
A) despair and defiance.
B) remorse and resolve to rebuild.
C) willingness to give an appearance of accommodation to northern desires.
D) grudging recognition that they had to repudiate their old-line Confederate leadership.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
26) Under new president Andrew Johnson, presidential Reconstruction
Version 1 12
26) ______
A) would implement a harsher program on the South than Lincoln had called for.
B) adhered substantially to the views of congressional leaders.
C) made it possible for former high-ranking Confederates to assume positions of power
in the reconstructed southern governments.
D) was never implemented, because Congress passed its own program before Johnson’s
could go into effect.
Question Details
Accessibility : Keyboard Navigation
Topic : Presidential Reconstruction
Bloom’s : Remember
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
27) Which of the following is true about the Radical-dominated Reconstruction Congress?
27) ______
A) The central focus of its program was to protect the land rights of Blacks.
B) It sought to build Republican Party support in the South by winning the Black vote
and curtailing the power of the planter class.
C) Its influence grew when Johnson’s vetoes drove moderates into the Democratic Party.
D) Its influence waned when northern voters repudiated Radical congressmen at the polls
in 1866.
Question Details
Accessibility : Keyboard Navigation
Topic : Presidential Reconstruction
Bloom’s : Remember
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
28) The central issue that divided Johnson and congressional Radicals was
Version 1 13
28) ______
A) the future place of African Americans in U.S. society.
B) how to win votes for the Republican Party in the South.
C) whether the power of the planter class should be broken.
D) whether federal troops should be stationed as an occupying force in southern states.
Question Details
Accessibility : Keyboard Navigation
Topic : Presidential Reconstruction
Bloom’s : Remember
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
29) The North interpreted Black codes as
29) ______
A) evidence that the South sought to keep freedmen in an economically dependent and
legally inferior status.
B) evidence that the South, by granting limited rights such as allowing jury service, was
slowly accommodating to an improved status for former slaves.
C) a realistic solution by the South to the problems created by sudden emancipation.
D) a dangerous experiment by the South that could lead to social equality for Blacks in
the North.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
30) The southern governments, as initially reconstituted after the war, alarmed northern
public opinion because
Version 1 14
30) ______
A) former Confederate leaders were elected to office.
B) they were corrupt and wasteful in spending tax dollars.
C) many refused to free their slaves.
D) all enacted restrictive legal codes that reinstated slavery.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Reconstruction by Southern Governments
Learning Objective : Compare and contrast the three main groups who represented the new Republican pa
Gradable : automatic
31) What won the support of congressional moderates for the Radical program?
31) ______
A) the behavior of southern reconstruction governments
B) the persuasive actions of Radicals in rallying public opinion for their program
C) secret lobbying offering lucrative opportunities in a South occupied by northern troops
D) the president’s uncompromising veto of a civil rights bill
Question Details
Accessibility : Keyboard Navigation
Topic : Presidential Reconstruction
Bloom’s : Remember
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
32) In his 10 percent plan, Abraham Lincoln
32) ______
Version 1 15
A) required southern state constitutions to abolish slavery and provide for Black
education.
B) required the loyalty oath of only 10 percent of former Confederate generals.
C) expected that up to 10 percent of the southern Black population would move North.
D) insisted that high-ranking Confederate leaders be barred from public life.
Question Details
Accessibility : Keyboard Navigation
Topic : Presidential Reconstruction
Bloom’s : Remember
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
33) In contrast to Radical Republicans, the moderates had no desire to foster
33) ______
A) social revolution or racial equality in the South.
B) economic development in the South.
C) settlement of African Americans in the Far West.
D) racial discrimination in the South.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Presidential Reconstruction
Learning Objective : Describe the different presidential approaches to Reconstruction and why Congres
Gradable : automatic
34) What point was one Black farmer in the Reconstruction South making when he said that
“I am not working for wages but am part owner of the crop and as [such,] I have all the rights
that you or any other man has”?
34) ______
Version 1 16
A) He loved being a yeoman.
B) Sharecropping was better than wagework.
C) Sharecropping was little better than slavery.
D) Sharecropping was a system of oppression associated with white supremacy.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : automatic
35) For Black families, sharecropping often devolved into a state of
35) ______
A) perpetual debt.
B) citizenship.
C) prosperity.
D) independence.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : automatic
36) The congressional Reconstruction program enacted in 1866–1867 provided for all of the
following EXCEPT
36) ______
Version 1 17
A) citizenship and suffrage for former slaves.
B) a requirement that southern states ratify the Fourteenth Amendment before
readmission.
C) military occupation.
D) a land reform measure that would grant small tracts of farmland to deserving
freedmen.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Congressional Reconstruction
Learning Objective : Describe Congress’s approach to Reconstruction.
Gradable : automatic
37) The Fifteenth Amendment
37) ______
A) abolished slavery.
B) defined citizenship.
C) expanded suffrage.
D) officially ended Reconstruction.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : The End of Reconstruction
Learning Objective : Identify the factors that shifted support away from Reconstruction.
Gradable : automatic
38) Andrew Johnson narrowly avoided conviction on impeachment charges because
38) ______
Version 1 18
A) of his earlier cooperative attitude toward Congress.
B) Radical Republicans were beginning to support his policies.
C) some Republicans agreed that impeachment could be charged only for an indictable
crime.
D) only a minority of the Senate voted to convict.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Congressional Reconstruction
Topic : The End of Reconstruction
Gradable : automatic
39) Which of the following most accurately explains the meaning of the refusal of Congress
to convict Johnson?
39) ______
A) Johnson’s influence in Congress was increasing.
B) The power of the Radicals in Congress was waning.
C) The country’s support for Johnson was increasing.
D) Radicals in Congress feared counteraction by the Supreme Court if they convicted
Johnson.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Congressional Reconstruction
Learning Objective : Describe Congress’s approach to Reconstruction.
Gradable : automatic
40) African Americans who held political office in southern Reconstruction governments
generally
40) ______
Version 1 19
A) alienated whites by pushing for social equality and land reform.
B) were more radical in their views than the Black population at large.
C) manipulated the Freedmen’s Bureau to impose unequal labor contracts on white
planters.
D) were educated professionals, independent landowners, or otherwise from the ranks of
Black elites.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Reconstruction by Southern Governments
Learning Objective : Compare and contrast the three main groups who represented the new Republican pa
Gradable : automatic
41) What is true about southern economic redevelopment?
41) ______
A) Northerners known as “scalawags” came south to exploit the South’s economic
vulnerability.
B) Republican-dominated Reconstruction governments sought to encourage southern
industry.
C) Unlike the North, southern governments became notorious for corruption, which
explains the skyrocketing public debt.
D) One success of the postwar South was in laying as much railroad track as the rest of
the nation combined.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Reconstruction by Southern Governments
Learning Objective : Compare and contrast the three main groups who represented the new Republican pa
Gradable : automatic
Version 1 20
42) One measure of Black efforts to experience freedom was the
42) ______
A) fact that males would rather work for wages than live the rough life of a sharecropper.
B) small but tidy homes built by hand in villages separate from the land they farmed.
C) tendency of husbands to insist that their wives and children work alongside them in
the fields.
D) adoption of a surname.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
43) After emancipation, the most important institutions for African Americans as they tried to
establish their own independent family and community life were
43) ______
A) the Freedmen’s Bureau and the Supreme Court.
B) the Black-controlled state legislatures and the land reform program.
C) the sharecrop system and the Black codes.
D) the schools and the churches.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : automatic
44) In the years after the Civil War, many freedmen ended up working as
Version 1 21
44) ______
A) farmers on land they owned.
B) farmers under a sharecropper system.
C) wage laborers in the new textile mills.
D) itinerant day laborers in domestic and service jobs.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : automatic
45) The Freedmen’s Bureau
45) ______
A) had as its main purpose the prevention of armed clashes between former masters and
former slaves.
B) regulated working conditions for former slaves, primarily through Freedmen’s Courts.
C) was criticized bitterly by the planter class but consistently praised by former slaves.
D) was canceled by Congress over the opposition of Radicals, who saw the need for a
permanent welfare agency for African Americans.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : automatic
46) For southern whites, the old idea of ________ in master-slave relationships was replaced
by ________.
Version 1 22
46) ______
A) close paternalistic ties; the distance of purely economic relationships
B) religious duty; an ideology of class conflict
C) terrorizing Blacks into submission; artfully persuading them of the wisdom of letting
whites govern for them
D) enforced segregation of the races; more complex and subtle social interactions
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Describe life for freed African Americans, including ways they asserted their ne
Topic : Lives of Freed Blacks
Gradable : automatic
47) Who won the disputed election of 1876?
47) ______
A) the Republican candidate
B) the southern candidate
C) the candidate who received the greatest number of popular votes
D) the candidate nominated by a breakaway reform faction of the Republican Party
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : The End of Reconstruction
Learning Objective : Identify the factors that shifted support away from Reconstruction.
Gradable : automatic
48) Which of the following is an accurate explanation of the South’s “redemption”?
48) ______
Version 1 23
A) Gradually, conservative and racist white Democrats regained political control in the
former Confederate states.
B) A fresh wave of evangelical revivals spread across “the Bible Belt.”
C) Southern acceptance of the end of slavery meant northern acceptance of the South as a
restored section.
D) Southern states gradually came to experience economic prosperity and development.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : The End of Reconstruction
Learning Objective : Identify the factors that shifted support away from Reconstruction.
Gradable : automatic
49) Reconstruction is best understood as a
49) ______
A) radical, vengeful program, imposing northern values on southerners.
B) program of political and economic adjustment that failed because of racism.
C) period defined by the failure to send Blacks to Liberia.
D) time of presidential dominance that ended in corruption and disillusionment.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : The End of Reconstruction
Learning Objective : Identify the factors that shifted support away from Reconstruction.
Gradable : automatic
Version 1 24
Answer Key
Test name: chapter 17
Version 1 25
Version 1 26