Chapter 2: The Shaping of a Nation: The Social Construction of Race in America

Test Bank

Multiple Choice

1. Which of the following is true regarding the U.S. population over the next 40 years?

a. It is projected to grow from 422 to 458 million.

b. People over 65 years old will increase to 20% of the population.

c. Total births will reach its highest level.

d. all of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Changing Demographics

Difficulty Level: Easy

2. What is the fastest growing voting group in the United States?

a. generation X

b. millennials

c. baby boomers

d. generation Z

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Changing Demographics

Difficulty Level: Medium

3. Changes in population demographics impact ______.

a. political voting blocks

b. need for medical services

c. college admission

d. all of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Analysis

Answer Location: Changing Demographics

Difficulty Level: Medium

4. Which of the following states has the highest percentage of minority population within the state?

a. California

b. Hawaii

c. Texas

d. Georgia

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Comprehension

Answer Location: Changing Demographics

Difficulty Level: Hard

5. ______ refers to large-scale, systematic destruction of a people or nation.

a. Genocide

b. Discrimination

c. Ethnic bias

d. none of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: The Influence of a Changing World

Difficulty Level: Easy

6. Which of the following is an example of genocide?

a. Tutsis and Hutus in Rwanda

b. Holocaust

c. Civil Rights Movement

d. both “Tutsis and Hutus in Rwanda” and “Holocaust”

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: The Influence of a Changing World

Difficulty Level: Easy

7. ______ happens when one racial group is pitted against another.

a. Racial violence

b. Ethnic cleansing

c. Apartheid

d. none of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: The Influence of a Changing World

Difficulty Level: Easy

8. Which of the following phrases illustrates the social focus put on difference?

a. racial profiling

b. subprime loans

c. dining while black

d. all of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Application

Answer Location: The Influence of a Changing World

Difficulty Level: Easy

9. ______ is another name for the three-pronged workplace discrimination based on race, gender, and class.

a. Triple glass ceiling

b. Glass escalator

c. Brick escalator

d. Double-down ceiling

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Revising the Experience of Work, Gender, and Race

Difficulty Level: Easy

10. The largest in-group gender wage disparity is between ______.

a. Hispanic men and women

b. African American men and women

c. white men and women

d. Asian men and women

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Revising the Experience of Work, Gender, and Race

Difficulty Level: Hard

11. Which group of women led all other women in earnings?

a. African American

b. Asian

c. Native Hawaiian

d. American Indian

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Revising the Experience of Work, Gender, and Race

Difficulty Level: Easy

12. How many Americans now use social media networks?

a. 5 out of 10

b. 9 out of 10

c. 3 out of 10

d. 7 out of 10

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: The Impact of Social Media and Technology

Difficulty Level: Medium

13. In recent years, black college enrollment has ______.

a. leveled off

b. surged

c. shrunk

d. surpassed Latino enrollment rates

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Sources of Change and Diversity

Difficulty Level: Medium

14. How many languages are spoken in the United States?

a. more than 50

b. more than 100

c. more than 200

d. more than 300

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: The Impact of Social Media and Technology

Difficulty Level: Hard

15. ______ is a set of hierarchical relationships where groups are defined culturally, ethnically, and/or racially, and where these relationships serve to guarantee the political, social, and economic interests of the dominant group.

a. Imperialism

b. Colonialism

c. Structured discrimination

d. Genocide

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Understanding Colonialism

Difficulty Level: Medium

16. Which of the following was discussed as a lens through which colonialism can be viewed?

a. structure of domination

b. internal or domestic colonialism

c. “colonialism of the mind”

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Application

Answer Location: Understanding Colonialism

Difficulty Level: Medium

17. In this lens of colonialism, the colonized are institutionally, pedagogically, linguistically, and cognitively conquered by the colonizer.

a. structure of domination

b. internal or domestic colonialism

c. “colonialism of the mind”

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: Understanding Colonialism

Difficulty Level: Medium

18. This lens of colonialism includes the subjugation of one group of people to another across political entities.

a. structure of domination

b. internal or domestic colonialism

c. “colonialism of the mind”

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: Understanding Colonialism

Difficulty Level: Medium

19. ______ is the name given to the colonies that developed within the Americas.

a. Settler colonies

b. Satellite colonies

c. Monarch colonies

d. both “satellite colonies” and “monarch colonies”

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Understanding Colonialism

Difficulty Level: Easy

20. What is the contemporary name for the place that Columbus landed in 1492?

a. Cuba

b. Florida

c. Gulf of Mexico

d. Mississippi

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Discovery and Encounters: The Shaping of our Storied Past

Difficulty Level: Easy

21. The Black Code of France did all of the following except ______.

a. legislated life

b. legislated marriage

c. legislated the number of children a slave could have

d. legislated the treatment of slaves by their masters

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Labor Crisis and Slavery

Difficulty Level: Medium

22. The Black Code of France did what?

a. legislated life

b. legislated marriage

c. legislated the number of children a slave could have

d. both “legislated life” and “legislated marriage”

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Labor Crisis and Slavery

Difficulty Level: Medium

23. The Black Code of France did what?

a. required slaves to be baptized in the Catholic faith

b. prohibited masters from requiring slaves to work on Sundays

c. prohibited masters from requiring slaves to work on religious holidays

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Labor Crisis and Slavery

Difficulty Level: Easy

24. The Black Codes of France did what?

a. established who slaves could marry

b. established where slaves could be buried

c. established the conditions under which they could be freed

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Labor Crisis and Slavery

Difficulty Level: Easy

25. Which of the following is true about the Black Codes of France?

a. It prohibited whites and free-blacks from having sexual relations with slaves.

b. A slave’s status could be altered by marrying a free-black.

c. Children born to slave mothers were considered slaves.

d. both “it prohibited whites and free-blacks from having sexual relations with slaves” and “children born to slave mothers were considered slaves”

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Labor Crisis and Slavery

Difficulty Level: Medium

26. What group of women did French men often form alliances with that were termed left-handed marriages?

a. Hispanic

b. Native American

c. Creole

d. African American

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Left-Handed Marriages and Plaçage

Difficulty Level: Medium

27. What benefit did Creole women receive from entering into left-handed marriages?

a. They were given a household.

b. They gained social status.

c. They did not receive any social benefits.

d. both “they were given a household” and “they gained social status”

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: Left-Handed Marriages and Plaçage

Difficulty Level: Easy

28. What view did both the French and British colonists share about the Native Americans that they encountered?

a. the Native Americans were savages

b. the Native Americans needed to be Christianized

c. the Native Americans had functional social systems in place

d. both “the Native Americans were savages” and “the Native Americans needed to be Christianized”

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Analysis

Answer Location: British Colonialism

Difficulty Level: Easy

29. In which year did the Plymouth Company’s Mayflower reach the New World?

a. 1492

b. 1504

c. 1589

d. 1620

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: British Colonialism

Difficulty Level: Medium

30. Which country had colonies in the New World?

a. France

b. Spain

c. Great Britain

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: Discovery and Encounters: The Shaping of our Storied Past

Difficulty Level: Easy

31. Left-handed marriages were referred to as ______ among free people of color.

a. sexual exploitation

b. luck

c. indentured servitude

d. Plaçage

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Left-Handed Marriages and Plaçage

Difficulty Level: Medium

32. In 2016 what percentage of the U.S. population was foreign born?

a. 5

b. 14

c. 21

d. 25

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Changing Demographics

Difficulty Level: Hard

33. Which of the following is true about the demographics of 19 of the 25 largest counties by population in the United States?

a. whites are the majority

b. whites made up less than half of the population

c. blacks are the majority

d. both “whites made up less than half of the population” and “blacks are the majority”

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Changing Demographics

Difficulty Level: Hard

34. Demographic changes in a county influence ______.

a. work and the economy

b. family structures

c. sports

d. all of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Application

Answer Location: Changing Demographics

Difficulty Level: Easy

35. Racial violence has occurred in ______.

a. Australia

b. India

c. Rwanda

d. all of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Changing Demographics

Difficulty Level: Easy

36. Within the concept of the triple glass ceiling discrimination is based on ______.

a. race

b. gender

c. class

d. all of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Revising the Experience of Work, Gender, and Race

Difficulty Level: Easy

37. Which court case marked the desegregation of schools?

a. Brown vs. the Board of Education of Topeka, Kansas

b. Plessy vs. Ferguson

c. Loving and Loving vs. the State of Virginia

d. none of these

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Sources of Change and Diversity

Difficulty Level: Medium

38. The court case Brown vs. the Board of Education was fought in which state?

a. Pennsylvania

b. Kansas

c. Virginia

d. Massachusetts

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Changing Demographics

Difficulty Level: Medium

39. ______ was applied in French colonies to people that were one-fourth black by descent.

a. Quadroon

b. Creole

c. Hispanic

d. Mulatto

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Left-Handed Marriages and Placage

Difficulty Level: Medium

40. In New Orleans this type of “ball” was held to celebrate the relationships in high society.

a. creole

b. quadroon

c. slave

d. none of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Left-Handed Marriages and Placage

Difficulty Level: Medium

41. ______ refers to the contested spaces or borders between Spanish, French, and English colonies.

a. Frontiers

b. Borderlands

c. Savage country

d. Free space

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Borderlands and Frontiers

Difficulty Level: Easy

42. Which of the following is a counter-narrative to the Turner thesis?

a. that the frontier was made up of sovereign lands controlled by other nations

b. that the frontier was a blank slate of free land

c. that the frontier was just waiting to be settled

d. both “that the frontier was a blank slate of free land” and “that the frontier was just waiting to be settled”

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: The Turner Thesis—Our First Stock Story

Difficulty Level: Hard

43. Which group of people participated in Bacon’s Rebellion of 1676?

a. blacks

b. Irish Scots

c. English bond servants

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Slave Rebellions

Difficulty Level: Medium

44. Where did Bacon’s Rebellion of 1676 take place?

a. Virginia

b. Massachusetts

c. New York

d. Florida

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Slave Rebellions

Difficulty Level: Medium

45. Where did the first significant slave rebellion against the English occur?

a. Gloucester County, Virginia

b. Jamestown, New York

c. Plymouth, Massachusetts

d. none of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Slave Rebellions

Difficulty Level: Medium

46. The Colonial Ordinance of 1685 is also known as ______.

a. Black Code

b. African Rules of Behavior

c. French Slave Rules

d. African Codes

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Labor Crisis and Slavery

Difficulty Level: Hard

47. Which of the following was true about the lives of African slaves in the French colonies?

a. they were able to purchase their freedom

b. they had legal recourse through the French courts

c. both “they were able to purchase their freedom” and “they had legal recourse through the French courts”

d. they did not have the same rights as slaves in the Spanish colonies

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: French Colonialism

Difficulty Level: Medium

48. What was the precipitating social cause for the Spanish to use African slave labor?

a. impact of disease on the Native American population

b. impact of warfare on the Native American population

c. impact of overwork on the Native American population

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Analysis

Answer Location: Spanish Colonialism (1492)

Difficulty Level: Easy

49. Which group was the first to work as slaves in the Spanish colonies?

a. African Americans

b. Native Americans

c. Hispanics

d. Germans

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Constructing a Racial Ideology

Difficulty Level: Medium

50. Which of the following is true about the rights of slaves in the Spanish colonies?

a. slaves could purchase their own freedom

b. slaves had legal recourse through the Spanish courts

c. the freeing of slaves did not require approval from the Crown

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: Spanish Colonialism (1492)

Difficulty Level: Easy

51. ______ are governments or social structures that grant political power based on hierarchies of skin tones, regardless of race or social status.

a. Plutocracies

b. Meritocracy

c. Pigmentocracies

d. Democracies

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: Spanish Colonialism (1492)

Difficulty Level: Easy

52. In what way were the bodies of women controlled by the racial caste system?

a. the wombs of white women were considered sacred

b. European men had access to all women’s bodies

c. sexual relationships were regulated

d. all of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: Constructing a Racial Ideology

Difficulty Level: Medium

53. ______ was the permanent hierarchy based on race that developed in Spanish America.

a. Racial caste system

b. Phenotypic caste system

c. Social caste system

d. both “racial caste system” and “social caste system”

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Constructing a Racial Ideology

Difficulty Level: Medium

54. Which of the following is true about gender systems among Native American tribes?

a. they were all egalitarian

b. they were unequal in all tribes

c. they varied across tribal groups

d. none of these

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Constructing a Racial Ideology

Difficulty Level: Easy

55. In this Native American tribe, women were able to own property, served as religious leaders, and organized most of the subsistence work.

a. Taino

b. Cherokee

c. Pueblo

d. Nez Pierce

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Knowledge

Answer Location: Constructing a Racial Ideology

Difficulty Level: Hard

True/False

1. Riots and civil unrest stemming from race have disrupted a number of U.S. cities, including Cincinnati, Oakland, and Baltimore.

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: The Influence of a Changing World

Difficulty Level: Easy

2. Asian women lead all other women in annual earnings.

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Revising the Experience of Work, Gender, and Race

Difficulty Level: Easy

3. Some researchers have documented that American primary and secondary schools are even more segregated by race and class today than they were in the late 1950s.

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: Sources of Change and Diversity

Difficulty Level: Medium

4. Research show that our online experiences are NOT structured by race, class, and gender.

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Knowledge

Answer Location: The Impact of Social Media and Technology

Difficulty Level: Easy

5. Hundreds of years before Columbus, North America was home to millions of people, and hundreds of population groups, tribes, linguistic, and cultural systems.

Learning Objective: 2.2: Describe the Americas before Columbus.

Cognitive Domain: Knowledge

Answer Location: The Earliest Americans

Difficulty Level: Medium

6. All Native American communities were small and scattered.

Learning Objective: 2.2: Describe the Americas before Columbus.

Cognitive Domain: Knowledge

Answer Location: The Earliest Americans

Difficulty Level: Medium

7. A popular theory explains that Native Americans originally came on foot across a glacial bridge between Siberia and Alaska.

Learning Objective: 2.2: Describe the Americas before Columbus.

Cognitive Domain: Knowledge

Answer Location: The Earliest Americans

Difficulty Level: Medium

8. Many early Native American communities had populations reaching tens of thousands.

Learning Objective: 2.2: Describe the Americas before Columbus.

Cognitive Domain: Knowledge

Answer Location: The Earliest Americans

Difficulty Level: Medium

9. The American matrix of race is a byproduct of European colonialism.

Learning Objective: 2.4: Evaluate the intersections of race, identities, institutions, and resistance.

Cognitive Domain: Knowledge

Answer Location: The U.S. Matrix of Intersectionality—Where Do We Go From Here?

Difficulty Level: Medium

10. American institutions, including the family, the military, and the legal system, have been shaped by the matrix of race.

Learning Objective: 2.4: Evaluate the intersections of race, identities, institutions, and resistance.

Cognitive Domain: Knowledge

Answer Location: The U.S. Matrix of Intersectionality—Where Do We Go From Here?

Difficulty Level: Medium

Essay

1. Discuss the Turner thesis.

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: The Turner Thesis—Our First Stock Story

Difficulty Level: Medium

2. Identify and discuss two contemporary examples of racial tensions in the United States.

Learning Objective: 2.1: Explore how recent events have affected how we experience race.

Cognitive Domain: Comprehension

Answer Location: The Influence of a Changing World

Difficulty Level: Medium

3. Slaves were governed differently by the French and the Spanish. Discuss two specific differences in the ways that slaves were governed.

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: French colonialism

Difficulty Level: Medium

4. How did British colonists build a tradition of slavery?

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: Building a Tradition of Slavery

Difficulty Level: Medium

5. Discuss the counter-narrative to the Turner thesis.

Learning Objective: 2.3: Examine the patterns of Spanish, French, and British colonialism in the Americas.

Cognitive Domain: Comprehension

Answer Location: The Turner Thesis—Our First Stock Story

Difficulty Level: Medium