a. The 1960s protest movements ![]() |
||
b. The attempts of African slaves to communicate with each other ![]() |
||
c. Slave owners teaching slaves Elizabethan English ![]() |
||
d. Slaves' attempts to keep their conversations secret ![]() |
a. Toasting is oral ![]() |
||
b. Toasting is a male event ![]() |
||
c. Toasting glorifies women ![]() |
||
d. Toasting provides cultural identification ![]() |
a. Trickster ![]() |
||
b. Victim ![]() |
||
c. Representation of the slave master ![]() |
||
d. "Uncle Tom" character who feels slavery is best for the African American ![]() |
a. Explain how African Americans could not learn standard English ![]() |
||
b. Make his written inaccessible to white audiences ![]() |
||
c. To encourage feelings of pride in African American readers ![]() |
||
d. Challenge American stereotypes about race ![]() |
a. To impress the horrors of slavery on listeners ![]() |
||
b. To ease their pain ![]() |
||
c. To pray for deliverance ![]() |
||
d. To show that they were content in their work ![]() |
a. Weasel. ![]() |
||
b. Bear. ![]() |
||
c. The farmer. ![]() |
||
d. The young boy. ![]() |
a. Cakewalk tunes. ![]() |
||
b. Gospel. ![]() |
||
c. Jazz. ![]() |
||
d. Blues. ![]() |
a. Giving words double meaning that appear differently to white and black readers. ![]() |
||
b. Fixing words with very specific meanings. ![]() |
||
c. Making sure that what is written makes sense. ![]() |
||
d. Lying to mislead the reader. ![]() |
a. Strengthened the African American's place in the world of literature ![]() |
||
b. Perpetuated stereotypes ![]() |
||
c. Allowed African American authors to sell their works more widely to white audiences ![]() |
||
d. Showed that African Americans couldn’t speak properly. ![]() |
a. They showed that a hero would deliver them from slavery. ![]() |
||
b. They gave hope that God would deliver them from slavery. ![]() |
||
c. They helped them do their work faster. ![]() |
||
d. They were based on African songs. ![]() |
a. The persona that the characters show the world. ![]() |
||
b. The carved masks of African gods. ![]() |
||
c. Characters from the Bible. ![]() |
||
d. Who the narrator wishes to be. ![]() |
a. Amoral (neither good nor evil) ![]() |
||
b. Christian ![]() |
||
c. Evil ![]() |
a. Their belief in necessary violence. ![]() |
||
b. Their belief that women should have equal rights. ![]() |
||
c. Their appeals to Christians. ![]() |
||
d. Their belief that African Americans should govern themselves. ![]() |
a. The races should not intermarry. ![]() |
||
b. Christians the only ones not to blame for the existence of slavery. ![]() |
||
c. Blacks have the duty to resist slavery. ![]() |
||
d. Blacks should return to Africa. ![]() |
a. Stowe's novel is sentimental. ![]() |
||
b. Stowe describes the treatment of slaves. ![]() |
||
c. Stowe describes the escape of slaves. ![]() |
||
d. Uncle Tom's Cabin was used by abolitionists. ![]() |
a. That female slaves were escaping more frequently than men. ![]() |
||
b. How slavery was worse for men. ![]() |
||
c. How females were affected by slavery. ![]() |
||
d. That female slaves were more valuable than male slaves. ![]() |
a. Under the floorboards. ![]() |
||
b. With a friend. ![]() |
||
c. In the stables. ![]() |
||
d. In a remote cabin. ![]() |
a. She is one-quarter Black. ![]() |
||
b. She is one-eighth Black. ![]() |
||
c. She is White. ![]() |
||
d. She cannot be a slave. ![]() |
a. The mistress of the house was afraid her husband would be attracted to Clotel. ![]() |
||
b. To keep the lice away. ![]() |
||
c. So that the other slaves would get along with her. ![]() |
||
d. So she could sell it. ![]() |
a. The scene invokes audience sympathy. ![]() |
||
b. The heroine has to balance autonomy with self-denial. ![]() |
||
c. The heroine conquers her passions. ![]() |
||
d. A and B ![]() |
||
e. B and C ![]() |
a. Highly original. ![]() |
||
b. Typical of Colonial poetry. ![]() |
||
c. Progressive and challenging. ![]() |
||
d. Abolitionist in subject. ![]() |
a. Harriet Jacob's Incidents in the Life of a Slave Girl. ![]() |
||
b. Harriet Wilson's Our Nig. ![]() |
||
c. William Wells Brown's Clotel. ![]() |
||
d. Toni Morrison's Beloved. ![]() |
a. Captivity narratives. ![]() |
||
b. Abolitionist newspaper accounts. ![]() |
||
c. Folktales. ![]() |
||
d. African mythology. ![]() |
a. Slaveholders objected to losing leisure time. ![]() |
||
b. Slaves outnumbered non-slaves and might rebel. ![]() |
||
c. Slaveholders felt economic security rested on the system of slavery. ![]() |
||
d. B and C. ![]() |
||
e. A and C. ![]() |
a. 1804 ![]() |
||
b. 1865 ![]() |
||
c. 1848 ![]() |
||
d. 1807 ![]() |
a. Led to novels of passing. ![]() |
||
b. Existed only in fiction by White authors. ![]() |
||
c. Developed in the 20th century. ![]() |
||
d. Existed only in fiction by female authors. ![]() |
a. It was the first African American novel. ![]() |
||
b. It was the first African American newspaper. ![]() |
||
c. It was published by Frederick Douglass. ![]() |
||
d. It argued for a separate African American community in America. ![]() |
a. The poem is the first-known writing of an African American. ![]() |
||
b. The poem is better than the poems of the more famous Phillis Wheatley. ![]() |
||
c. The poem is the first of many poems by Terry. ![]() |
||
d. The poetry focuses on slave life in the 18th century. ![]() |
a. The poem's form of rhymed tetrameter couplets. ![]() |
||
b. The poem shows her future work as a advocate of civil rights. ![]() |
||
c. The poem is filled with Christian symbolism. ![]() |
||
d. The fact that the poem is the most accurate account of the 1742 Indian-White engagement in Deerfield, Massachusetts. ![]() |
a. Women's rights. ![]() |
||
b. Negro rights. ![]() |
||
c. The right to keep one's children. ![]() |
||
d. The rights of farm hands. ![]() |
||
e. A and B. ![]() |
a. Resistance to the overseers. ![]() |
||
b. Learning to be midwives. ![]() |
||
c. Resistance against dehumanization. ![]() |
||
d. Lower suicide rates. ![]() |
a. Slaves are capable of becoming good Christians. ![]() |
||
b. Slaves should rebel against the Christian religion. ![]() |
||
c. Slaves are the children of Cain. ![]() |
||
d. Christians should free their slaves. ![]() |
a. Based on a New England captivity narrative. ![]() |
||
b. An anonymous narrative. ![]() |
||
c. Fiction written by Lydia Maria Child. ![]() |
||
d. Written by Jacob's son. ![]() |
a. The Bible. ![]() |
||
b. Greek history. ![]() |
||
c. Slave narratives. ![]() |
||
d. Abolitionist newspapers. ![]() |
a. She tries to pass as White. ![]() |
||
b. She washes clothes for White women. ![]() |
||
c. She lets a man help her out. ![]() |
||
d. She marries a Black man. ![]() |
a. Narration of a deserved punishment. ![]() |
||
b. Depictions of a beautiful rural environment. ![]() |
||
c. Descriptions of the kinds of food and clothing slaves were given. ![]() |
||
d. The author's father is often a white man. ![]() |
a. Most slave children lived in two-family homes. ![]() |
||
b. Slave owners did not allow their slaves to live as married couples. ![]() |
||
c. Slaves were given limited civil rights. ![]() |
||
d. Most slaves were not Christian. ![]() |
a. William Wells Brown ![]() |
||
b. Lydia Maria Child ![]() |
||
c. Harriet Jacobs ![]() |
||
d. Harriet Beecher Stowe ![]() |
a. Lucy Terry ![]() |
||
b. William Wells Brown ![]() |
||
c. Harriet Wilson ![]() |
||
d. Harriet Jacobs ![]() |
a. Harriet Beecher Stowe ![]() |
||
b. Richard Wright ![]() |
||
c. Frederick Douglass ![]() |
||
d. Phillis Wheatley ![]() |
a. So the author could get paid. ![]() |
||
b. In order for people to believe the events in the narratives. ![]() |
||
c. So that slave owners could refute the events in the narratives. ![]() |
||
d. So that the author could be assured he wouldn’t be recaptured. ![]() |
a. Whites should pay reparations to former slaves. ![]() |
||
b. African Americans should acculturate to mainstream White culture. ![]() |
||
c. White institutions should reform to meet African American needs. ![]() |
||
d. African Americans will have to help themselves by becoming educated. ![]() |
a. Rejecting all White assistance. ![]() |
||
b. Allowing Whites to help African Americans to reach their potential. ![]() |
||
c. Calling for violent uprisings. ![]() |
||
d. Separating Blacks by income level. ![]() |
a. Get an education. ![]() |
||
b. Get a job. ![]() |
||
c. To be clean. ![]() |
||
d. To be a teacher. ![]() |
a. To describe the horrors of life on the Post-bellum plantation. ![]() |
||
b. To explain his religious views. ![]() |
||
c. To amuse the narrator's sickly wife. ![]() |
||
d. So they won't interrupt his income from the neglected grape harvest. ![]() |
a. Is the time period that followed the Civil War. ![]() |
||
b. Describes the rebuilding after World War I. ![]() |
||
c. Refers to the Civil Rights movement. ![]() |
||
d. Took place only in the North. ![]() |
a. Harriet Beecher Stowe ![]() |
||
b. Joel Chandler Harris ![]() |
||
c. Richard Wright ![]() |
||
d. Charles Chesnutt ![]() |
a. A Christian. ![]() |
||
b. A radical. ![]() |
||
c. An accomodationist. ![]() |
||
d. A coward. ![]() |
a. The "Talented Tenth." ![]() |
||
b. All African Americans. ![]() |
||
c. African American women. ![]() |
||
d. Only White Americans. ![]() |
a. William Wells Brown ![]() |
||
b. Richard Wright ![]() |
||
c. Charles Chesnutt ![]() |
||
d. Booker T. Washington ![]() |
a. Jean Toomer ![]() |
||
b. Charles Chesnutt ![]() |
||
c. Booker T. Washington ![]() |
||
d. Frederick Douglass ![]() |
a. Redefining black people in terms of a presence, not an absence. ![]() |
||
b. Working against the existing racist stereotypes. ![]() |
||
c. A struggle ongoing since 1619. ![]() |
||
d. All of the above ![]() |
a. Sharecropping. ![]() |
||
b. Slavery. ![]() |
||
c. Segregation. ![]() |
||
d. Prostitution. ![]() |
a. To obtain justice for black people. ![]() |
||
b. To get better accommodations on the train, better seats in the theatre. ![]() |
||
c. To escape from slavery. ![]() |
||
d. None of the above. ![]() |
a. A waterfall. ![]() |
||
b. Electricity. ![]() |
||
c. A war. ![]() |
||
d. A factory. ![]() |
a. She almost died in childbirth with her first child. ![]() |
||
b. She doesn't want to lose her figure. ![]() |
||
c. Her husband has threatened to leave her. ![]() |
||
d. She is afraid it may have dark skin. ![]() |
a. Its fractured, collage effect. ![]() |
||
b. Its insistence on plot. ![]() |
||
c. Its focus on landscape. ![]() |
||
d. Its focus on modern city life. ![]() |
a. Bringing African culture to the United States. ![]() |
||
b. Leaving the African peoples alone. ![]() |
||
c. Writers who took African themes for their work. ![]() |
||
d. Completing an oppressed people's quest for freedom, liberty and democracy. ![]() |
a. Her relationship with a patron. ![]() |
||
b. Her mother. ![]() |
||
c. Her best friend. ![]() |
||
d. Her job as a waitress. ![]() |
a. Collectivism versus the authority of the individual. ![]() |
||
b. The wearing away of traditional class structures. ![]() |
||
c. The impact of WWI and the 1918 Bolshevik Revolution in Russia. ![]() |
||
d. The disassociated, anomic self. ![]() |
a. Negro spirituals being sung in the cotton fields. ![]() |
||
b. The call and response of an African American church congregation. ![]() |
||
c. African American toasting on a city street corner. ![]() |
||
d. Blues being played in a Harlem bar. ![]() |
a. The ability of an African American to live as a White person. ![]() |
||
b. To do well on one's schoolwork. ![]() |
||
c. To leave one's past behind. ![]() |
||
d. To gain approval from one's community. ![]() |
a. Rabid dogs. ![]() |
||
b. Her husband. ![]() |
||
c. Snakes. ![]() |
||
d. Bertha. ![]() |
a. It was home to the Harlem Renaissance. ![]() |
||
b. Most of its inhabitants worked for White people. ![]() |
||
c. It was primarily African American. ![]() |
||
d. It was destroyed after the Civil War. ![]() |
a. A period of time when African Americans moved North in large numbers. ![]() |
||
b. When African Americans settled Liberia. ![]() |
||
c. When slaves traveled the Underground Railroad. ![]() |
||
d. When African Americans migrated to the South from the North. ![]() |
a. William Wells Brown ![]() |
||
b. Nella Larsen. ![]() |
||
c. Charles Chesnutt ![]() |
||
d. James Weldon Johnson ![]() |
a. Alice Walker ![]() |
||
b. Etheridge Knight ![]() |
||
c. Martin Luther King, Jr. ![]() |
||
d. Langston Hughes ![]() |
a. Because in was cheaper to live in Africa. ![]() |
||
b. Because he did not feel African Americans would ever achieve equality in America. ![]() |
||
c. He was asked by African countries to bring African Americans to Africa. ![]() |
||
d. He had to leave the country. ![]() |
a. To go to a party. ![]() |
||
b. To go pay old man Stevenson. ![]() |
||
c. To end their lives. ![]() |
||
d. To go to church. ![]() |
a. To keep the slave offspring of White slave owners from inheriting. ![]() |
||
b. To allow mixed-race children to get scholarships meant for African Americans. ![]() |
||
c. To make sure mothers of mixed-race children got custody. ![]() |
||
d. To keep White slave owner parents of mixed-race offspring from having to pay for their children. ![]() |
a. Getting an education. ![]() |
||
b. Fighting. ![]() |
||
c. Making friends with the guards. ![]() |
||
d. Contacting famous authors. ![]() |
a. Having a bathroom with warm water. ![]() |
||
b. Following one's dreams. ![]() |
||
c. Getting food on the table. ![]() |
||
d. Finding a mate. ![]() |
a. The name of a restaurant the pool players cannot enter. ![]() |
||
b. A metaphor for colossal lies they have been buried with. ![]() |
||
c. A metaphor for the pool players who are trying to dig out of their neighborhood. ![]() |
||
d. The name of a pool hall. ![]() |
a. The narrator's attempt to stay hidden. ![]() |
||
b. The narrator's desire to be safe. ![]() |
||
c. The narrator's invisibility to society. ![]() |
||
d. The narrator's attempt to stay out of prison. ![]() |
a. Breaking the law. ![]() |
||
b. Using violence when necessary. ![]() |
||
c. Waiting for times to get better. ![]() |
||
d. Disobeying unjust laws. ![]() |
a. Jean Toomer. ![]() |
||
b. Richard Wright. ![]() |
||
c. Ralph Ellison. ![]() |
||
d. James Baldwin. ![]() |
a. He had known many "Biggers" in his life. ![]() |
||
b. He was trying to overcome his fears of powerful men. ![]() |
||
c. He was proud of all the African American men he had seen stand up to Whites. ![]() |
||
d. He wanted to show African American males how not to live. ![]() |
a. The theme of man against nature. ![]() |
||
b. The theme of man against man. ![]() |
||
c. The theme of heredity. ![]() |
||
d. Nature as an invisible force. ![]() |
a. William Gates ![]() |
||
b. Henry David Thoreau ![]() |
||
c. Booker T. Washington ![]() |
||
d. Alain Locke ![]() |
a. Characters are not as important as plot. ![]() |
||
b. Presentation is objective. ![]() |
||
c. Ordinary language is used. ![]() |
||
d. Events are plausible. ![]() |
a. To speak to the spiritual and cultural needs of African Americans. ![]() |
||
b. To raise awareness of violence in African American youth. ![]() |
||
c. To support the Back to Africa Movement. ![]() |
||
d. To raise money for Sickle Cell Anemia research. ![]() |
a. To help the other inmates escape. ![]() |
||
b. To win money by fighting. ![]() |
||
c. To do what the other inmates were afraid to do. ![]() |
||
d. To keep the Blacks and Whites separated. ![]() |
a. African mythology. ![]() |
||
b. African American folktale. ![]() |
||
c. Greek mythology. ![]() |
||
d. Contemporary female artists. ![]() |
a. That they learn from her mistakes. ![]() |
||
b. That they have richer lives than hers. ![]() |
||
c. That they have all they ever wished for themselves. ![]() |
||
d. That they experience all the pain and embarrassment of being a woman. ![]() |
a. W.E.B. DuBois ![]() |
||
b. Amiri Baraka ![]() |
||
c. Booker T. Washington ![]() |
||
d. Frederick Douglass ![]() |
a. African American art should exclude women. ![]() |
||
b. African American images should inspire African Americans. ![]() |
||
c. African American art should subvert the art of Europeans and White Americans. ![]() |
||
d. African American literature should replicate educated White language. ![]() |
a. A child dying of SIDS. ![]() |
||
b. The stillborn death of a child. ![]() |
||
c. Abortion. ![]() |
||
d. A murdered child. ![]() |
a. The poem's rhythmic lines. ![]() |
||
b. The references to jazz songs and musicians. ![]() |
||
c. The poem can be set to music. ![]() |
||
d. There is repetition. ![]() |
a. Betrayal by the educational system. ![]() |
||
b. Betrayal by her sister. ![]() |
||
c. Betrayal by her community. ![]() |
||
d. Betrayal by a family member. ![]() |
a. The importance of men to the African American family. ![]() |
||
b. The negative consequences of feminism on the African American family. ![]() |
||
c. The importance of African religious influence in America. ![]() |
||
d. The importance of African American craftsmanship. ![]() |
a. Its character's movement from slavery to freedom. ![]() |
||
b. Its emphasis on Christian ideals. ![]() |
||
c. The novel's sensationalist scenes of violence. ![]() |
||
d. Its didactic (teaching) tone of voice. ![]() |
a. Supplying them with narcotic eggs. ![]() |
||
b. Letting them choose their own mates. ![]() |
||
c. Freeing the males after they are hosts. ![]() |
||
d. Paying them very well. ![]() |
a. Her own memories of slavery. ![]() |
||
b. Stories her grandmother told her. ![]() |
||
c. The television series Roots. ![]() |
||
d. Slave narratives. ![]() |
a. Discussion of race relations in the North and South. ![]() |
||
b. Condemnation of the plantation myth. ![]() |
||
c. Examination of the psychological damage of slavery. ![]() |
||
d. Insistence on desegregation. ![]() |
a. Urge African Americans to fight their oppressors. ![]() |
||
b. Encourage societies strive for equality for all. ![]() |
||
c. Extol the virtues of living in the free North. ![]() |
||
d. Argue that slavery was not so bad for everyone. ![]() |
a. A Modernist poet ![]() |
||
b. A performance poet ![]() |
||
c. A classical poet ![]() |
||
d. A traditional poet ![]() |
a. The extermination of Native Americans. ![]() |
||
b. That there is a Black America and a White America. ![]() |
||
c. Black on black violence. ![]() |
||
d. The fact that America still has a frontier mentality. ![]() |
a. Mystery. ![]() |
||
b. Science Fiction. ![]() |
||
c. Horror. ![]() |
||
d. Tragedy. ![]() |
a. She is proud of her heritage. ![]() |
||
b. She doesn't want Maggie to have it. ![]() |
||
c. She wants to display it for her friends to see. ![]() |
||
d. She loves the beauty of it. ![]() |
a. Protest poetry ![]() |
||
b. Romantic poetry ![]() |
||
c. Lyric poetry ![]() |
||
d. Jazz poetry ![]() |