AMSTUD Chapter 11 Study Guide PDF

**Chapter 11 Study Guide** **[Dates Covered by Chapter]**: ca. 1800-1860 Frederick Douglass - advocate for racial equality through autobiography, accomplishments testified to the incorrectness of prevailing ideas about Blacks' inborn inferiority. Argued slaves were truer to the nation's principles...

**Chapter 11 Study Guide** **[Dates Covered by Chapter]**: ca. 1800-1860 Frederick Douglass - advocate for racial equality through autobiography, accomplishments testified to the incorrectness of prevailing ideas about Blacks' inborn inferiority. Argued slaves were truer to the nation's principles. Debunked white theories about black incompetence. - the "peculiar institution" (p. 406)\-- A phrase used by whites in the antebellum South to refer to slavery without using the word "slavery." - - - - - - Second Middle Passage (p. 408)\-- The massive trade of slaves from the upper South (Virginia and the Chesapeake) to the lower South (the Gulf states) that took place between 1820 and 1860. - - - - Southern Economy - - - - - - - - paternalism (p. 414)\-- A moral position developed during the first half of the 19th century, which claimed that slaves were deprived of liberty for their own "good." Such a rationalization was adopted by some slave owners to justify slavery. Planters' values glorifying hierarchical, agrarian society where slaveholding men took personal responsibility for physical and moral well-being or children, slaves, women. - - proslavery argument (p. 415)\-- The series of arguments defending the institution of slavery in the South as a positive good, not a necessary evil. The arguments included the racist belief that Black people were inherently inferior to white people, as well as the belief that slavery, in creating a permanent underclass of laborers, made freedom possible for whites. Other elements of the argument included biblical citations. - - - - Emancipation - - Conditions of Slave Life + Free Blacks - - - - - - - Slave Labor - - - - - Slave Culture - - - Slave Family - - - - - - - - - - - - fugitive slaves (p. 435)\-- Slaves who escaped from their owners. - - - Underground Railroad (p. 436)\-- Operating in the decades before the Civil War, a clandestine system of routes and safehouses through which slaves were led to freedom in the North. - - Harriet Tubman (p. 436)\-- Abolitionist who was born a slave, escaped to the North, and then returned to the South nineteen times and guided 300 slaves to freedom. - - the *Amistad* (p. 437)\-- Ship that transported slaves from one port in Cuba to another, seized by the slaves in 1839. They made their way northward to the United States, where the status of the slaves became the subject of a celebrated court case; eventually most were able to return to Africa. - - - Denmark Vesey's conspiracy (p. 438)\-- An 1822 failed slave uprising in Charleston, South Carolina, purported to have been led by Denmark Vesey, a free Black man. - - Nat Turner's Rebellion (p. 439)\-- An 1831 insurrection in Southampton County, Virginia, led by an enslaved preacher, resulting in the death of about sixty white persons. - - - - - **[Context]**: What is happening in the larger world outside of what will become the United States during this time and how did those things affect American History (see pg. 294 for help)? 1791--1804 Haitian Revolution 1800 Gabriel's Rebellion 1811 Slave revolt in Louisiana 1822 Denmark Vesey's slave conspiracy 1830s States legislate against teaching slaves to read or write **[Focused Reading]** FOCUS QUESTIONS - - - - **[Chapter Review and AP Practice (pg. 349)]** *Review and be able to answer the (9) questions on page 349. At least one of them will appear on an assessment.* 1. Given that most northern states had abolished slavery by the 1830s, how is it useful to think of slavery as a national---rather than regional---economic and political system? 2\. While some poor southern whites resented the dominance of the"slavocracy," most supported the institution and accepted the power of the planter class. Why did the "plain folk" continue to support slavery? 3\. How did the planters' paternalism serve to justify the system of slavery? How did it hide the reality of life for slaves? 4\. Identify the basic elements of the proslavery defense and those points aimed especially at non-southern audiences. 5\. In what sense did southern slaveholders consider themselves forward looking? 6\. Compare slaves in the Old South with those elsewhere in the world, focusing on health, diet, and opportunities for freedom. 7\. Describe the difference between gang labor and task labor for slaves, and explain how slaves' tasks varied by region across the Old South. 8\. How did enslaved people create community and a culture that allowed them to survive in an oppressive society? 9\. Identify the different types of resistance to slavery. Which ones were the most common, the most effective, and the most demonstrative?