a.

was one of the only female voices in the abolitionist movement.

b.

demonstrated the interconnectedness of nineteenth-century reform movements.

c.

was the first American woman to speak in public.

d.

married a leading temperance advocate.

e.

quit speaking publicly against slavery after her child was born.

a.

A woman’s place was in the home.

b.

Women needed to serve in the military.

c.

The prostitution of women was an example of free love.

d.

Women should not participate in religious services.

e.

Women needed to be treated as equals.

a.

20

d.

200

b.

50

e.

500

c.

100

a.

followed all the laws but simply banned ownership of private property.

b.

usually followed standard gender and marital relations.

c.

made no effort to combat the growing disparity between rich and poor.

d.

called themselves utopian because they knew that their efforts were likely to fail.

e.

set out to reorganize society on a cooperative basis.

a.

The utopianists saw the market revolution in a more positive manner than Thoreau.

b.

Thoreau wanted slave labor to replace free labor, while utopianists wanted to redefine work.

c.

Thoreau focused on the individual, while utopian leaders emphasized the community.

d.

The utopian communities embraced nature, while Thoreau rejected it.

e.

Both saw the industrial revolution as giving too many rights to the workers.

a.

They practiced “complex marriage.”

b.

They received their name from a crazy dance they performed during high-society parties.

c.

They hoped to create a model factory town.

d.

They believed that women were spiritually equal to men.

e.

They openly discussed sexual relations.

a.

allowed each member an equal vote in governing the community.

b.

permitted all its members to own private property.

c.

banished any member who divulged any information about the community’s sexual practices.

d.

invented the concept of birth control in America.

e.

controlled which of its members would be allowed to reproduce.

a.

The spiritual groups emphasized secularism.

b.

World-orientation groups had no dissension.

c.

Both groups were anomalies that had little influence on the world.

d.

Spiritual groups usually lasted for longer time periods.

e.

World-orientation societies were more likely to regulate relations between the sexes.

a.

He founded a new sect of Christianity.

b.

He took Karl Marx’s ideas and promoted communism.

c.

He founded a model factory village in Scotland.

d.

He worked for his father, who was serving in the U.S. Congress.

e.

He established a farming community in Massachusetts.

a.

demonstrated that workers could function without discipline.

b.

influenced education reformers and women’s rights advocates.

c.

popularized the abolitionist movement.

d.

allowed Josiah Warren to prove his point about absolute individual freedom.

e.

inspired the formation of more than a dozen offshoot communities by 1850.

a.

saw property ownership as key to economic independence, but nearly all the utopian communities insisted that members give up their property.

b.

feared the Communist Party that endorsed and, in some cases, sponsored these communities.

c.

were Protestants, but all utopian communities required members to deny religious beliefs.

d.

supported the industrial revolution, but most utopian communities turned away from industry in favor of an agrarian lifestyle.

e.

considered the utopian communities to be too materialistic and selfish.

a.

The movement led to most immigrants becoming Methodist and Baptist.

b.

It led to women’s suffrage by the time of the Civil War.

c.

The religious aspect led to alcohol being banned in the United States.

d.

It inspired some to combat the sins of society, such as alcoholism.

e.

The movement deemphasized self-control.

a.

united Americans of all classes and religions in a “war” against alcohol.

b.

virtually disappeared.

c.

convinced Congress to pass a national prohibition law.

d.

made no measurable impact on Americans’ drinking habits.

e.

encouraged a substantial decrease in the consumption of alcohol.

a.

Catholics.

d.

Perfectionists.

b.

Protestants.

e.

Northern middle class.

c.

Women.

a.

slavery.

d.

suffrage.

b.

drinking.

e.

religion.

c.

feminism.

a.

Slavery.

b.

Education reform.

c.

The temperance movement.

d.

Merchants trading with Europe.

e.

Utopian societies promoting free love.

a.

Churches working together to feed the poor.

b.

Different Protestant faiths protesting government policy.

c.

Church services being promoted on television.

d.

Businesses opening on Sundays to run special advertised sales.

e.

Churches trying to end illegal drug abuse.

a.

That the persons entering these institutions would likely never leave them.

b.

That they were not widely needed, and not many were built.

c.

That they would be excellent holding centers for society’s undesirables.

d.

That the persons in the facilities could be used as forced labor in factories.

e.

That they could rehabilitate individuals and then release them back into society.

a.

lengths to which the federal government would go to provide for the general well-being of its citizens.

b.

power of the Democratic Party.

c.

tension between liberation and control in the era’s reform movements.

d.

expansion of liberty for those members of society who could not take care of themselves.

e.

general economic prosperity of the nation.

a.

had no connection to the emerging industrial economy.

b.

were based on the idea that the elite should be educated in their own schools.

c.

suffered from the opposition of labor unions that wanted children available to work.

d.

existed in every northern state by the time of the Civil War.

e.

proved to be as popular in the North as they were in the South.

a.

was fundamentally a white society.

b.

wanted what was in the best interest of all the people.

c.

was not financially able to support all who lived there.

d.

provided opportunity for new land to those who desired it.

e.

was a land of diversity and equality.

a.

received no support from southern slaveholders.

b.

was strongly endorsed by William Lloyd Garrison throughout his career.

c.

led to the creation of the free African nation of Ghana in 1835.

d.

was praised by the English writer Harriet Martineau.

e.

prompted the adamant opposition of most free African-Americans.

a.

Actually, the two movements were quite similar in every way; the later one was simply more well-known because more people were literate by the 1830s.

b.

The later movement drew much more on the religious conviction that slavery was an unparalleled sin and needed to be destroyed immediately.

c.

Earlier opponents of slavery had called for immediate emancipation, but the later group devised a plan for gradual emancipation that won broader support.

d.

The later movement banned participation by African-Americans, because they feared that their involvement would cause a backlash.

e.

The movement of the 1830s introduced the idea of colonizing freed slaves outside the United States, which proved immensely popular with southern whites.

a.

David Walker.

d.

Wendell Phillips.

b.

William Lloyd Garrison.

e.

Theodore Weld.

c.

Lewis Tappan.

a.

secretly financed Nat Turner’s Rebellion.

b.

began publishing his newspaper in Richmond, Virginia, in 1831, but moved it to friendlier territory two years later.

c.

attracted little support from fellow abolitionists, but historians have discovered his importance.

d.

suggested that the North dissolve the Union to free itself of any connection to slavery.

e.

published American Slavery as It Is, an influential pamphlet.

a.

blacks could never fully achieve equality in America and would be happier in Africa.

b.

because slaves were uneducated, it was necessary to educate them in America before sending them to Africa.

c.

blacks were not “strangers” in America to be shipped abroad, but should be recognized as a permanent part of American society.

d.

colonization should be subsidized through a tax on cotton.

e.

because blacks had no political experience, Garrison himself ought to be appointed governor of the African colony.

a.

He helped to create a larger movement.

b.

Ministers could preach that slavery was a necessary evil.

c.

It contradicted passages in the Bible that seemed to be proslavery.

d.

It allowed ministers like William Lloyd Garrison to take on a leadership role.

e.

It led to Frederick Douglass gaining his freedom.

a.

Garrison wanted equal rights for African-Americans.

b.

Douglass wanted women to play a role in abolitionism.

c.

Douglass wanted ex-slaves to leave the United States.

d.

Douglass favored a gradual end to slavery.

e.

Garrison saw the Constitution as evil.

a.

They seized on the preamble to the Declaration of Independence as an attack against slavery.

b.

They cracked the Liberty Bell to signify that the bonds of liberty were breaking under the weight of slavery.

c.

They used mob action, just as the revolutionaries had when they attacked such disagreeable measures as the Stamp Act.

d.

They reminded audiences constantly that the main issue the Sons of Liberty and similar groups had invoked was liberty.

e.

They made a heroic figure of Crispus Attucks, the African-American who died at the Boston Massacre.

a.

were limited to the writings and speeches of Frederick Douglass.

b.

promoted the ideal of a color-blind society.

c.

showed that the movement was free from the racism that characterized American society.

d.

were limited because the American Anti-Slavery Society banned them from its board of directors.

e.

grew in number over time until, by the 1850s, the movement was dominated by blacks.

a.

Frederick Douglass.

d.

John C. Calhoun.

b.

William Lloyd Garrison.

e.

Jennings Randolph.

c.

David Walker.

a.

An Appeal to Reason.

d.

Uncle Tom’s Cabin.

b.

Society in America.

e.

Slavery as It Is.

c.

Twelve Years a Slave.

a.

It had its offices ransacked.

b.

The newspaper had accomplished its goal of ending slavery.

c.

The women editors had been widely harassed on their stand for female equality.

d.

The editor felt frustrated that African-Americans would never achieve full rights.

e.

Frederick Douglass purchased the newspaper and merged it with his own.

a.

There was no hope for the United States, since many of the founders were slaveowners.

b.

The American Revolution was a good starting point for principles of freedom.

c.

Religion needed to play a more significant role in the starting of the United States.

d.

It was acceptable for Thomas Jefferson to be a slaveholder because he had many accomplishments.

e.

The three-fifths clause helped slaves.

a.

stated that newspapers could not print antislavery materials.

b.

prevented Congress from hearing antislavery petitions.

c.

denied women the right to speak in mixed-sex public gatherings.

d.

prevented Congregational ministers from preaching against Catholics.

e.

was adopted at the Seneca Falls Convention to symbolize that women did not have a voice in politics.

a.

Andrew Jackson.

d.

Abraham Lincoln.

b.

William Lloyd Garrison.

e.

John Quincy Adams.

c.

Henry Clay.

a.

convinced many northerners that slavery was incompatible with white Americans’ liberties.

b.

resulted from his leading an anti-abolitionist mob that attacked William Lloyd Garrison.

c.

demonstrated that fugitive slaves like Lovejoy faced great dangers while escaping from “slave catchers.”

d.

was played up by temperance pamphleteers to show the hazards of alcoholism.

e.

led Congress to adopt the gag rule to prevent the sort of heated arguments that caused his death.

a.

newspaper editors

d.

white abolitionists

b.

black abolitionists

e.

women

c.

freed slaves

a.

immediate abolition of slavery.

b.

establishment of common schools in the South.

c.

better treatment of convicted criminals in jail.

d.

construction of humane mental hospitals for the insane.

e.

right for women to vote in local school elections.

a.

supported Catharine Beecher’s efforts to expand political and social rights for women.

b.

critiqued the prevailing notion of separate spheres for men and women.

c.

were Pennsylvania-born Quakers whose religion compelled them to oppose slavery.

d.

publicly defended the virtues of southern paternalism in lectures to southern women.

e.

delivered many public lectures in which they detailed their escape from slavery.

a.

Beecher did not like the idea of women taking a lead role in the abolition movement.

b.

Beecher was proslavery and wanted to extend slavery.

c.

The Grimkés thought the abolitionist movement was too radical and should not try to end slavery immediately.

d.

The Grimkés did not like Beecher’s father, Lyman, who was a minister.

e.

Frederick Douglass did not support women’s rights, which angered the Grimkés.

a.

Work diligently.

b.

Get a college education.

c.

Demonstrate peace and love.

d.

Learn how to shoot a gun.

e.

Show the best way to do domestic duties.

a.

were the Grimké sisters.

b.

was Frederick Douglass.

c.

was Susan B. Anthony.

d.

were Henry Stanton and Elizabeth Cady Stanton.

e.

was James G. Birney.

a.

Letters on the Equality of the Sexes.

b.

The U.S. Constitution.

c.

Woman of the Nineteenth Century.

d.

A Vindication of the Rights of Woman.

e.

The Declaration of Independence.

a.

did not demand voting rights for women because the participants were so divided on that issue.

b.

was modeled on the Bill of Rights in the U.S. Constitution.

c.

was written primarily by the Grimké sisters.

d.

condemned the entire structure of inequality between men and women.

e.

inspired Lucretia Mott and Elizabeth Cady Stanton to become abolitionists.

a.

“Don’t tread on me.”

b.

“These are the times that try men’s souls.”

c.

“Give me Liberty or give me death.”

d.

“No taxation without representation.”

e.

“One if by land, and two if by sea.”

a.

A woman could not work as a lawyer but a man could.

b.

Women were not allowed to vote but many men could.

c.

A woman who committed adultery was ostracized more than a man who did this same act.

d.

It was frowned upon for a woman to be in the leadership role of an abolitionist society.

e.

Women were denied admission to Harvard University.

a.

She headed the Brook Farm commune.

b.

She presided over the convention at Seneca Falls.

c.

She was elected to the state house.

d.

She edited the New York Tribune.

e.

She lived in Italy.

a.

It was designed to make single women more physically attractive.

b.

It was functional clothing that made work less restrictive.

c.

It was made for stage performances in New York.

d.

It was military garb for Union soldiers.

e.

It was clothing for religious ceremonies.

a.

New Jersey.

d.

Pennsylvania.

b.

Massachusetts.

e.

New York.

c.

Vermont.

a.

whether to nominate William Lloyd Garrison or James G. Birney as the antislavery presidential candidate.

b.

the question of abolitionists’ taking a public stand on the controversial gag rule.

c.

whether African-Americans should be allowed to speak at mixed-race public events.

d.

a dispute concerning the proper role of women in antislavery work.

e.

disagreements concerning the endorsement of colonization.

a.

Helen of Troy, who sowed the seeds of male destruction.

b.

an Amazon, a mighty female warrior of Greek mythology.

c.

Queen Elizabeth, who had ruled the British empire with such skill.

d.

Molly Pitcher, the patriotic heroine of the American Revolution.

e.

Joan of Arc, who led the armies of France into battle.

a.

Liberty Party

d.

Republican Party

b.

Whig Party

e.

Afro-American Party

c.

North Star Party

a.

Getting all slaves freed.

b.

Helping free, on average, 5,000 slaves a year.

c.

Getting Abraham Lincoln elected president.

d.

Making slavery a prominent topic of conversation.

e.

Gaining the right to vote for women.

a.

trained many abolitionist speakers

b.

The Liberator

c.

Uncle Tom’s Cabin

d.

accepted men as “the superior”

e.

organized the Seneca Falls Convention

f.

advocate for the mentally ill

g.

leading educational reformer

h.

An Appeal to the Coloured Citizens of the World

i.

editor and martyr of the abolitionist movement

j.

Letters on the Equality of the Sexes

k.

New Harmony

l.

Woman in the Nineteenth Century

a.

made abolition a political movement

b.

promoting religious virtue

c.

Seneca Falls Convention

d.

indefinite improvement

e.

advocated blacks returning to Africa

f.

tax-supported institutions

g.

a vision for a perfect society

h.

merchants opposed to abolitionism

i.

preventing antislavery petitions to be heard in Congress

j.

feminist style of dress

k.

first U.S. black newspaper

l.

movement against alcohol