Ask students to analyze the goals of the American Colonization Society
What will be an ideal response?
ANSWER: In their answer, students should grapple with the question of social equality for blacks and
whites, and discuss the possible reasons why the Society in its actions never addressed this question. Better students will point out that any solution to slavery in the United States that involved compensating slave owners for their losses and requiring slaves to go back to Africa could never come to terms with the question of racial equality. Also, ask students to evaluate the reasons why colonization failed and why abolitionism as a movement endured. Finally, ask students to examine the question of which solution was more compatible with
American ideals as embodied in the Declaration of Independence and the U.S. Constitution.
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Examine the nineteenth-century engraving on page 33 of the textbook. What clues emerge that reveal the interior stage of the Atlantic slave trade?
A) A coastal factory is shown on the ocean horizon. B) Africans are shown chained together marching through grasslands. C) Europeans are shown buying African slaves from other Africans. D) Africans are shown on board a slave ship.
During the Nara and Heian periods, Japan experienced all of the following EXCEPT
A) pestilence. B) high tax rates. C) an emphasis on the aristocracy. D) an increase in the number of literate farmers. E) the publication of the world?s first novel.
Free African Americans were likely to
A) have fewer skills than slaves. B) be younger and more aggressive. C) live near dense plantation centers. D) reside in cities and towns.
Isaac Newton's scientific discoveries
A) were resisted more in his own country, England, than in the rest of Europe. B) although readily accepted in his own country, were resisted on the continent. C) were modern in their removal of God from universal laws. D) were among the first to be printed in a language other than Latin. E) were condemned by the Church of England and the Archbishop of Canterbury.