Unit 2: Freedom, Enslavement & Resistance
African American Studies · Unit 2 · Paper 1

Freedom, Enslavement & Resistance unit test

A test on this unit alone, marked as a percentage and a letter grade — for the test your class is actually sitting, rather than for May. Answer everything, then submit once: seeing the answer to question 3 before attempting question 4 makes the final percentage meaningless.

Each paper is built from this unit’s 34 terms and is the same for everyone, so a teacher can assign “Unit 2, Paper 1” and every student sits the identical test. Multiple choice is marked objectively; the written sections you mark yourself against the model answer and rubric.
Suggested time 31 min 28 points0/17 attempted
1

Slave codes

2

Everyday resistance

3

Contraband and self-emancipation in the Civil War

4

Black press: Freedom's Journal (1827)

5

Cotton gin (1793) and slavery's expansion

6

Denmark Vesey (1822)

7

Chattel slavery

8

Domestic slave trade after 1808

9

Gabriel's Rebellion (1800)

10

Task system vs gang system

11

United States Colored Troops

12

Black Codes (1865–1866)

Short answer 1. Define or explain: Maroon communities

3 pts

Short answer 2. Define or explain: Harriet Tubman

3 pts

Short answer 3. Define or explain: Convict leasing

3 pts

Short answer 4. Define or explain: Juneteenth (June 19, 1865)

3 pts

Free response

4 pts

SHORT-ANSWER QUESTION 1: Text-Based Source (4 points). Read the summary of the source. The source is David Walker's Appeal to the Coloured Citizens of the World, published in Boston in 1829. Walker, a free Black man born in North Carolina who ran a used-clothing shop near the Boston waterfront, argues that Black Americans are the most degraded, wretched and abject set of beings that ever lived since the world began, and that this condition is the deliberate work of white Americans rather than a natural state. He attacks Thomas Jefferson's claims about Black inferiority in Notes on the State of Virginia directly, arguing that they must be answered by Black writers rather than left to white defenders. He denounces the American Colonization Society's plan to remove free Black people to Africa, insisting that America is more the country of Black Americans than of the whites who enslaved them, since Black labor built its wealth. He calls on the enslaved to acquire education and to resist, and he warns that a nation that will not repent invites its own destruction. Walker arranged for copies to be sewn into the linings of sailors' clothing so that the pamphlet would circulate in southern ports; several southern states responded by criminalizing its distribution and by tightening laws against Black literacy.

A. Describe one claim the author makes in the source.

B. Describe one piece of evidence not included in the source that supports a claim the author makes.

C. Explain how the reaction to the source reflects the relationship between literacy and power in the antebellum United States.

D. Explain how the arguments in the source connect to a later African American political tradition.