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Southern Cultures > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Brown v. Board

A
  • 1954 Supreme Court case
  • Racial segregation of children in public schools was unconstitutional
  • Helped establish the precedent of “separate-but-equal” education
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2
Q

Convict Lease

A
  • employed convicts to replace slave labor
  • leased, not owned labor
  • about 30% black men, then some white men, and some black women
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3
Q

Crop Lien

A
  • 1860s to 1930s
  • Was like share cropping, it was a product with no cash
  • credit system used by cotton farmers
  • White populists did not want to reform the crop lien
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4
Q

Disfranchisement

A
  • starting in 1890’s
  • suppression of voting
  • open acknowledgement of goal to limit the amount of blacks that could vote but also hurt poor whites
  • poll tax, literacy test, understanding clause, grandfather clause
  • opposition from white populists, white republicans, white democrats who lived in the upcountry
  • supported by upper class white democrats who lived in the black belt, lawyers, business men
  • voting schemes overturned in 1965 by voting rights act
  • gave white southern democrats foothold in national politics
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5
Q

Emancipation Proclamation

A
  • 1863 (during civil war)
  • issued by Lincoln
  • “that all persons held as slaves” within the rebellious states “are, and henceforward shall be free.”
  • wasn’t really Lincoln’s original goal/intention
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6
Q

Fence Laws

A
  • hunting and fishing rights
  • homestead exemption
  • yeomanry supported open range of animals but white elites did not
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7
Q

Freedmen’s Bureau

A
  • 1865 created by congress
  • managed the contracts that freed people entered into with landowners
  • standardized the process of sharecropping becoming the main system of labor
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8
Q

Girls’ Tomato Clubs

A
  • Engelheardt
  • segregated
  • created to help girls become financially independent and learn skills they could use in the future
  • used a lot of their earnings for education
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9
Q

Grandfather Clause

A
  • loophole for white voters who couldn’t pass literacy tests

- had to demonstrate they descended from someone who could vote in 1867

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10
Q

Jim Crow

A
  • everything from barber shops to prisons were segregated
  • certain spaces separated by law and certain by custom
  • to secure a social order in which blacks and whites together but unequal
  • constrained size and quality of the land black farmers owned (smaller and less fertile)
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11
Q

Ku Klux Klan

A
  • Following the Civil War, the KKK was created to suppress, scare, and kill newly freed slaves
  • It is a hate group
  • Scare blacks from voting
  • Lynched people
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12
Q

Lynching

A
  • 1890’s was one of the heights
  • violence used to keep blacks from voting or convincing them to vote a certain way
  • predominantly affected black men but also impacted white men and black women
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13
Q

New South

A
  • boosters were men who were trying to promote the south for immigration and economic investment
  • redeeming the south from the inept rule of former slaves who held office during reconstruction to gain back political control
  • couldn’t proceed without the work of blacks
  • some say not much changed through this period (child labor, sharecropping/convict leasing still exploitative forms of labor)
  • some say this was very different
  • new manufacturing and mining industries
  • prohibition
  • disfranchisement
  • segregation
  • considered underdeveloped as oppose to undeveloped
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14
Q

Plessy v. Ferguson

A
  • 1896
  • Plessy sued in Louisiana over his right to ride in whatever railroad car he wanted
  • decision upheld constitutionality that maintained segregation in railway cars and segregated stations
  • marked Supreme Court sanction of segregation as the law of the land (Jim Crow)
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15
Q

Poll Tax

A
  • form of disfranchisement
  • the payment of tax was prereq for voting
  • the 24th amendment abolished poll taxes
  • had a significant effect on voter turnout
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16
Q

Populism

A
  • the South and Midwest (1880s-1890s)
  • political doctrine that supports the rights and powers of the common people in their struggle with the privileged elite
  • associated with farmers, rural population, Farmers Alliance
  • Populist Party (was biracial, pro-Civil Service exam, pro-Silver, anti-big corporations, big business)
17
Q

Redeemers

A
  • 1870’s-1910

- southern democratic politicians who tried to gain back control after reconstruction

18
Q

Rosa Parks

A
  • anti rape activist who helped investigate rape of Recy Taylor in 1944
  • pivotal role in Montgomery Bus Boycott in 1955
19
Q

Segregation

A
  • “separate but equal”
  • emerged for humiliation, etiquette, to insert hierarchies
  • meant to enforce inferiority for African Americans but also played a role in terms of class between white people
20
Q

Sharecropping

A
  • mostly for newly freed slaves, and poor whites
  • became prominent after the civil war
  • labor access to land, tools, feed, other necessities from landowners
  • sharecroppers had no legal rights to the crop
  • worked as family units
  • felt more like free labor
21
Q

Solid South

A

-the politically united southern states of the US, traditionally regarded as giving unanimous electoral support to the Democratic Party

22
Q

Southern Farmer’s Alliance

A
  • agricultural reform organization of the 1880s which called for measures to improve the quality of rural life, regulation of monopolies in the interests of farmers, and inflation of the currency
  • ultimately frustrated with their inability to influence legislation, they merged with the other Farmers’ Alliances, labor organizations, and Greenbackers to form the Populist Party
23
Q

States’ Rights

A
  • competing explanation for why there was a civil war

- political powers held for the state governments rather than the federal government

24
Q

Student Nonviolent Coordinating Committee (SNCC)

A
  • Ransby
  • 1960
  • Civil rights organization formed by Ella Baker
  • organized “Freedom Summer” in Mississippi and tried to register poor African Americans to vote for their rights
25
Q

Tenant Farmer

A
  • tenant farmers frequently owned plow animals, equipment, and supplies
  • landowners often provided food and other necessities, then deducted the cost from the workers’ share of the harvested crops
  • popular after abolition of slavery
26
Q

“Twenty-n***** Law”

A
  • 1862
  • spared the owners of 20 slaves or more from war effort
  • supporters saw it as way to prevent slave rebellion & maintain agri/industry & therefore sustain the war effort
27
Q

Yeomanry as a result of Civil War, emancipation, reconstruction

A
  • yeoman women had huge impact on the war in the confederacy (were trying to help their families survive rather than help the war effort)
  • poorer men had to fight the war for rich men
  • had to deal with loss of population, lack of food, destruction of property
  • expectations were to keep their land, remain self sufficient, retain political rights
  • were much more reliant on their animals and crops for food after war
  • homestead act repealed (if they had an unsuccessful crop year, the debt was forgiven so they could keep their homes)
  • increasingly lost their land
28
Q

Effect of civil war on slavery in confederate states

A

-McCurry, Glymph
-put an end to sovereignty slave owners had over slaves
-not having access to slaver labor or the money invested in slaves hurt economy
-turned the union into a force fighting for freedom
-slaves started to join the union
-slaves who couldn’t run behind union lines started to resist slaveholders
-slaves expected freedom
(economic independence, land, control over their own labor, political/voting rights)
-for the first time, white women performed household tasks formerly delegated to enslaved women
-part time work gave black women flexibility to have more time at home
-paid housework had humiliation and low wages but offered cash that was vital to black households

29
Q

Social and labor relations between freedwomen and plantation mistresses

A
  • glymph
  • enslaved women started to make new homes for themselves
  • for the first time, white women performed household tasks formerly delegated to enslaved women
  • mistresses did not believe their former slaves were capable of working or surviving without them
  • part time work gave black women flexibility to have more time at home
  • paid housework had humiliation and low wages but offered cash that was vital to black households
  • material comforts were remembered as concrete evidence of freedom
  • expansion of the southern market by four million new consumers
  • former mistresses came to depend on the new market of black consumers
30
Q

Why did white North Carolinians push for disfranchisement during late 19th century?

A
  • Incubus (Gilmore)
  • white democrats wanted to win back political power in the south
  • created fear of black men through things like Incubus and rape rumors
  • didn’t want blacks in power or to have the ability to vote and keep them from power
31
Q

Residential segregation in NC

A
  • Herbin-Triant
  • whites limit blacks education and want to limit them to only owning agricultural land
  • residential segregation laws came out of the perception of black success, not keeping the peace
  • these examples of North Carolina residential segregation legislation were the result of a campaign conducted on the behalf of middle-class whites
  • thought blacks would lower their property values, social status
  • Blacks in North Carolina could earn more than average, because of skilled tobacco work, so average whites felt threatened, thus pushing for residential segregation
  • Elites relied on the work of blacks and didn’t want rural segregation
  • white middle class wanted rural segregation because they thought blacks were labor competition and lowered the living standard, also wanted to protect their women from black men
  • middle class was unsuccessful in enacting rural segregation because elites called the shots
  • elite economic goals were paternalistic
32
Q

Girls’ Tomato Club movement and what it says about rural south/role of food

A

-Engelhardt/Ferris
-food production/agriculture has been consistently important in southern culture
-at the time, food and domestic skills meant a possibility for economic freedom
-organized by 1910 by Marie Samuella Cromer
-to teach girls “to grow better and more perfect tomatoes” and “how to grow better and more perfect women.”
-spent a lot of the money earned on education for future jobs
-taught business lessons they could use when they outgrew the club
Important that the girls chose what to do with their earnings

33
Q

Changes in the experience of workers in the South’s textile mills between WWI and WWII

A
  • Hall
  • millworker strikes were supported by returning veterans of WWII
  • wave of cotton textile strikes after WWII
  • interwar years brought southern mill workers hope and depression (new tech, new channels of communication)
  • many mill owners also broadened into new areas of production
  • started the synthetic textile industry
  • immediately after WW1, mills were closing
  • by WWII, more than 70% of american rayon production took place in southern states
  • violence in mills sometimes stemmed from differences of opinion between millhands and boss men
34
Q

Role of wars in promoting change in southern society

A
  • Shelton-Reed, McCurry, Glymph, Hall
  • change in the dynamic between southern women
  • lots of shifts in power
  • economic changes (Agricultural impacts, industry changes, mills)
35
Q

McGuire’s interpretation of the sources and goals of the civil rights movement

A

-McGuire
-sexual exploitation of black women by white men had its roots in slavery and continued through 20th century
???

36
Q

Changes in agriculture and industry that have taken place since the Civil War

A
  • McFarlane, Friedman
  • transition from agriculture to agribusiness
  • mills
  • businesses moving south due to cheap labor and no unions
  • ups and downs of crop successes

Southern Cultures (4 decks)

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