APUSH Quarterly: Chapters 8-11 Review

Tubman threatened a runaway to prevent panic or betrayal. Turning back could expose the entire group to capture. Her threat was a protective measure meant to ensure survival, not cruelty. It shows the difficult leadership decisions she had to make.

Tubman wanted to help enslaved people because she had experienced freedom herself. She understood its value and believed everyone deserved it. Her personal experience motivated her to risk her life so others could share the same opportunity.

The Underground Railroad was a secret network of safe houses and helpers. It was not an actual railroad but a coordinated system designed to move fugitives safely toward freedom. Secrecy was essential for success.

Tubman motivated people through storytelling, religious faith, and sometimes force. Stories inspired hope, faith provided strength, and force ensured safety when someone hesitated. These combined methods helped maintain order and protect the group.

Traveling quietly at night helped Tubman avoid detection. Avoiding fires and noise reduced the chance of being seen or heard. These careful strategies allowed her to protect her identity and keep the group safe from capture.

Freezing temperatures and capture were major dangers. Cold weather threatened health and survival, while capture meant severe punishment or death. These risks made every journey extremely dangerous.

Bravery allowed Tubman to face danger, intelligence helped her plan routes, and unselfishness motivated her actions. Together, these traits made her an effective leader who successfully guided many people to freedom.

Disheveled means untidy or messy in appearance. It describes someone or something that looks unkempt, such as wrinkled clothes or messy hair. The word focuses on physical disorder, not emotions.

Sullen describes someone who is gloomy, withdrawn, or depressed. It reflects a negative mood rather than anger or anxiety. Understanding this word helps readers interpret characters’ emotional states accurately.

Instill means to gradually introduce ideas or values so they become part of someone’s thinking. It suggests patience and repetition rather than force or speed, often used in education or moral teaching.

To dispel means to drive away or eliminate something, such as fear or doubt. The word implies removal rather than disagreement, focusing on clearing something that exists.

Linger means to stay longer than necessary. When told not to linger, someone is being asked to leave promptly to avoid delay or danger.

Eloquence refers to the ability to speak clearly, persuasively, and effectively. It involves strong language skills and the ability to influence others through speech.

Cajoling means gently persuading someone using encouragement rather than force. It often involves reassurance or flattery to influence behavior without pressure.

William Still recorded information about fugitives as part of the Philadelphia Vigilance Committee. His work preserved important historical records and helped support escape efforts.

Frederick Douglass was an escaped slave who became a powerful writer and speaker. His journalism and speeches influenced public opinion against slavery and promoted equality.

Comparing Tubman to Moses is an allusion because it references a biblical figure. This connection highlights Tubman’s role as a leader guiding people out of bondage.

Passwords like “A friend with friends” helped verify trust. They protected fugitives from betrayal and ensured help came from allies within the Underground Railroad network.

Direct and indirect characterization are the two recognized methods authors use to develop characters. Direct characterization occurs when the author clearly states a character’s traits. Indirect characterization requires readers to infer traits through actions, dialogue, thoughts, or interactions. Understanding both helps readers analyze characters more deeply and recognize how authors reveal personality without always stating it outright.

An allusion is a reference to a well-known person, event, story, or literary work. Writers use allusions to add meaning without lengthy explanations, assuming readers recognize the reference. By mentioning something familiar, authors create connections that deepen understanding and enrich interpretation. Allusions rely on shared cultural or historical knowledge to enhance the text’s message.

Harriet Tubman demonstrated risk-taking by helping enslaved people escape despite knowing she could be captured or killed. This action required courage, planning, and moral strength. Her willingness to repeatedly return to dangerous territory shows she valued others’ freedom above her own safety. This clearly defines her as a brave and selfless historical figure.

Slave owners wanted Tubman captured because she directly threatened slavery by leading enslaved people to freedom. Each successful escape weakened their control and economic power. Capturing her would stop future escapes and discourage resistance. Her leadership on the Underground Railroad made her a significant danger to the slave system, explaining the intense efforts to stop her.

The rumored “Moses” was believed to be a man, while the actual conductor was Harriet Tubman, a woman. This difference highlights how people underestimated women’s roles in history. Tubman’s leadership challenged gender expectations of the time and showed that courage and intelligence were not limited by gender.

Tubman knowingly faced the possibility of being hanged for helping fugitives, which strongly demonstrates courage. Acting despite such extreme danger shows moral conviction and fearlessness. This detail helps readers understand the seriousness of her choices and the personal risks she accepted to help others reach freedom.

The Fugitive Slave Law allowed escaped enslaved people to be captured and returned even from free states. This greatly increased danger for runaways and those helping them. It created fear, limited safe spaces, and strengthened slave owners’ power, making escape attempts far more risky and difficult.

When a helper refused assistance, it showed that aiding fugitives was extremely dangerous. People risked arrest, fines, or violence for helping. This moment helps readers understand the fear surrounding the Underground Railroad and emphasizes the bravery of those who still chose to help despite serious consequences.

Tubman shared stories about Thomas Garrett to inspire hope. Knowing that people were willing to help encouraged runaways to continue despite exhaustion and fear. Hope was a powerful motivator, helping them believe freedom was possible and worth the risks involved.

Traveling only at night slowed the journey but reduced the risk of capture. Darkness provided cover from slave catchers and patrols. Safety was more important than speed, so Tubman carefully planned movements to protect everyone involved, even if progress was slow.

The statement is false because Tubman did experience fear, but she did not allow it to stop her. Feeling fear is human, especially in dangerous situations. What made Tubman remarkable was her ability to act bravely despite fear, not the absence of it.

Encouraging others while afraid shows Tubman’s selflessness. She put the needs and emotions of the runaways ahead of her own fears. This ability to lead calmly under pressure highlights her strength, compassion, and leadership skills.