DIRECTIONS: EACH RESPONSE MUST BE A MINIMUM OF 5 PARAGRAPHS. YOUR TOTAL ESSAYS COMPLETED WILL BE 5. GOOD LUCK.

CHAPTER 4 Essay Questions 73) How is the Stamp Act an example of the British attempt to make the colonists pay for the French and Indian War? Ideal Answer: The ideal answer should: 1. Explain the high cost for the British government in the French and Indian War that necessitated new taxes to pay for it. 2. Explain the passage of the Stamp Act as a tax on official documents and other paper products purchased in the colonies. 3. Explain how the colonists reacted to the Stamp Act with protests and petitions and violence. 4. Explain how Great Britain responded to the colonial defiance of the act by repealing it over a year later. Learning Objective: 4.1 Page Ref: 72-73 A-head: The Crisis of the British Empire Skill Level: Apply What You Know CHAPTER 5 Essay Questions 72) What black institution became the core of free black communities in the North beginning in the 1790s? How and why did this institution become the central focus? Ideal Answer: The ideal answer should: 1. Define the black church of the era as arising from slavery days through northern growth to become the bedrock of the black community. 2. Explain that the evolution of the black church in the north was as a segregated institution because whites discriminated against blacks in their churches. 3. Explain the historical development of the AMEC. 4. Note the importance of the black church for assisting other aspects of free black life in the urban North, such as creating leaders, helping escaped slaves, providing education, providing jobs, and serving as voluntary organizations and meeting places. Learning Objective: 5.3 Page Ref: 101-103 A-head: The Emergence of Free Black Communities Skill Level: Understand the Concepts 71) Discuss the differences and similarities within the rice, tobacco, sugar, and cotton agricultural sectors during the first half of the 1800s. Ideal Answer: The ideal answer should: 1. Define each agricultural sector in terms of export percentage, income production, and regional concentration. 2. Explain that the rice, cotton and sugar sectors required a great amount of labor and a greater intensity of labor than other sectors. 3. Describe the decline of tobacco and the expansion of cotton based on technological developments like the invention of the cotton gin in 1793. 4. Explain the connections between slavery and the expansion of sugar, cotton, and rice, but not tobacco, which was declining as an agricultural product. 72) Most white southerners saw slavery as a benign institution. What evidence surfaces from the domestic slave trade that shows this conclusion is false? Ideal Answer: The ideal answer should: 1. Define southern white interpretations of slavery as positive for blacks in terms of support, Christian teachings, and benefits from close association to white Americans. 2. Define the domestic slave trade as a system that transferred one million slaves from the Upper South to the Deep South in the early 1800s. 3. Outline the evidence for the trade as harmful: breaking up of families and marriages; families could not stay connected across time and space. 72) What types of jobs could African Americans obtain in the North in comparison with the jobs obtained by Irish immigrants? Ideal Answer: The ideal answer should: 1. Define the jobs held by free blacks in northern cities based on gender. 2. Define the jobs held by Irish immigrants in northern cities based on gender. 3. Explain the animosity between both groups over economic competition and housing. 4. Explain that Irish immigrants were favored by native born whites to the detriment of free black employment. Learning Objective: 7.4 Page Ref: 145 A-head: Black Communities in the Urban North Skill Level: Analyze It 3) Discuss some of the characteristics of black voluntary societies in the period. How did gender and class shape the types of activities blacks were involved in? Ideal Answer: The ideal answer should: 1. Define voluntary societies as self-help benevolent organizations run by elites. 2. Compare white vs. black voluntary societies. 3. Explain why blacks created separate voluntary societies. 4. Explain that black women formed their own organizations for charity work. 5. Explain that working class black men formed working class voluntary organizations such as burial societies. Learning Objective: 7.5 Page Ref: 151-152 A-head: African-American Institutions Skill Level: Apply What You Know