Chapter 6 Exam Questions Native Americans Survival - Complete Test Bank Diversity and Society 6e with Answers by Joseph F. Healey. DOCX document preview.
Chapter 6: Native Americ
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Knowledge
Answer Location: Prejudice and Discrimination
Difficulty Level: Easy
2. In 2004, the Native American Church’s right to use ______ was upheld by the Supreme Court of Utah.
A. tobacco
B. marijuana
C. peyote
D. LSD
E. hemp
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
3. Which of the following statements about Native Americans in the United States is true?
A. About two thirds of Native American children attend segregated schools.
B. Native Americans are overrepresented in more lucrative professions.
C. Less than 1% of all Native Americans hold a seat in an elected office.
D. The poverty rate for all Native American families is less than the national rate.
E. About 50% of young Native Americans hold a college degree.
Learning Objective: 6-10: Students will understand that over the 20th century, Native Americans have struggled from a position of powerlessness and isolation. Today, they face an array of problems similar to those faced by all American colonized groups as they try to raise their quality of life while continuing their commitment to their tribes and a Native identity.
Cognitive Domain: Knowledge
Answer Location: Political Power
Difficulty Level: Easy
4. The concept of private property among Native Americans ______.
A. was highly developed
B. applied only to land, not livestock or other living things
C. applied only to horses, buffalo, and articles of clothing
D. did not exist
E. varied greatly, according to many tribes
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Knowledge
Answer Location: Native American Cultures
Difficulty Level: Easy
5. Women in Native American tribes ______.
A. often held important economic and political roles
B. were always subordinates to men
C. held economic power sometimes but never political power
D. were excluded from all forms of gardening and farming
E. could not be healers or teachers
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Knowledge
Answer Location: Native American Cultures
Difficulty Level: Easy
6. Native reservations were managed by ______.
A. elected tribal members
B. the Bureau of Indian Affairs
C. the Office of Indian Trade
D. the Bureau of American Affairs
E. the Bureau of Tribal Reservation Affairs
Learning Objective: 6-2: Students will understand that at the beginning of the 20th century, Native Americans faced the paternalistic reservation system, poverty and powerlessness, rural isolation and marginalization, and the Bureau of Indian Affairs.
Cognitive Domain: Knowledge
Answer Location: Paternalism and the Bureau of Indian Affairs
Difficulty Level: Easy
7. In the early reservation period, tribal membership was determined by ______.
A. the tribes
B. the U.S. army
C. the women of the tribe
D. the Bureau of Indian Affairs
E. records of ancestry
Learning Objective: 6-2: Students will understand that at the beginning of the 20th century, Native Americans faced the paternalistic reservation system, poverty and powerlessness, rural isolation and marginalization, and the Bureau of Indian Affairs.
Cognitive Domain: Knowledge
Answer Location: Paternalism and the Bureau of Indian Affairs
Difficulty Level: Easy
8. As a result of the Dawes Act of 1887, Native Americans ______.
A. were barred from dominant school groups
B. lost the right to vote
C. lost most of their land
D. were barred from joining the U.S. army
E. became increasingly independent
Learning Objective: 6-2: Students will understand that at the beginning of the 20th century, Native Americans faced the paternalistic reservation system, poverty and powerlessness, rural isolation and marginalization, and the Bureau of Indian Affairs.
Cognitive Domain: Knowledge
Answer Location: Coercive Acculturation: The Dawes Act and Boarding Schools
Difficulty Level: Easy
9. The function of boarding schools for Native Americans was to ______.
A. help Native youth learn about their culture and communal ties
B. give Native youth the opportunity to grow in speaking their native languages
C. provide skills training for Native youth to enter the economy
D. provide a space for Native youth to learn about American history
E. enforce Americanization of Native youth
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Comprehension
Answer Location: Coercive Acculturation: The Dawes Act and Boarding Schools
Difficulty Level: Medium
10. In order to be governed by the provisions of the Indian Reorganization Act, tribes were required to ______.
A. sign peace treaties
B. move to Oklahoma
C. give up their remaining land
D. adopt a constitution and hold elections
E. honor and obey tribal elders
Learning Objective: 6-3: Students will understand that the Indian Reorganization Act of 1934 attempted to increase tribal autonomy and to provide mechanisms for improving the quality of life on the reservations.
Cognitive Domain: Knowledge
Answer Location: The Indian Reorganization Act (IRA)
Difficulty Level: Easy
11. The federal policy of termination was intended to encourage ______.
A. pluralism
B. a return to the system of private land ownership imposed on the tribes
C. the economic development of reservations
D. Native Americans to leave cities and return to their traditional homelands
E. increased control by the federal government
Learning Objective: 6-4: Students will understand that the policy of termination was proposed in the 1950s and was disastrous. Tribes that were terminated suffered devastating economic losses and drastic declines in quality of life.
Cognitive Domain: Knowledge
Answer Location: The Termination Policy
Difficulty Level: Easy
12. The Trail of Broken Treaties was a protest march to ______.
A. Washington, D.C.
B. Wounded Knee, South Dakota
C. Alcatraz Island, San Francisco
D. the Navaho reservation in Arizona
E. Chicago, Illinois
Learning Objective: 6-6: Students will understand that the Red Power movement rose to prominence in the 1960s and had some successes but was often ignored. The movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.
Cognitive Domain: Knowledge
Answer Location: Red Power
Difficulty Level: Easy
13. In what way did the Red Power movement lead to more assimilation?
A. The federal government was successfully forced to honor all treaty obligations.
B. Native Americans from different tribes had to find common bonds in order to work together.
C. Loyalty to tribal traditions was strengthened.
D. Younger Native Americans were alienated from the more assimilated older generation.
E. Militant Native American women joined forces with the women’s liberation movement.
Learning Objective: 6-6: Students will understand that the Red Power movement rose to prominence in the 1960s and had some successes but was often ignored. The movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.
Cognitive Domain: Knowledge
Answer Location: Red Power
Difficulty Level: Easy
14. The Council of Energy Resource Tribes (CERT) was founded by 25 Native American tribes in order to ______.
A. organize gambling on reservations
B. develop outdoor recreational facilities on reservations
C. improve the educational and health-care facilities on reservations
D. manage and develop the natural resources controlled by tribes
E. prevent the dumping of toxic waste on reservations
Learning Objective: 6-3: Students will understand that the Indian Reorganization Act of 1934 attempted to increase tribal autonomy and to provide mechanisms for improving the quality of life on the reservations.
Cognitive Domain: Knowledge
Answer Location: Natural Resources
Difficulty Level: Easy
15. The National Congress of American Indians (NCAI) was managed by ______.
A. the Red Power movement
B. the Bureau of Indian Affairs
C. members from many different tribes
D. members from the principal tribe
E. only Native Americans who served in the military
Learning Objective: 6-7: Students will understand that current conflicts between Native Americans and the dominant group center on control of natural resources, preservation of treaty rights, and treaties that have been broken in the past. One possible source of development and conflict is in the potentially lucrative gambling industry.
Cognitive Domain: Knowledge
Answer Location: Early Efforts
Difficulty Level: Easy
16. Which of the following was an outcome of the Indian Reorganization Act?
A. land loss and welfare dependency
B. Native Americans were able to stabilize their access to land.
C. The federal government withdrew support for reservations.
D. Tribes gained political power if they adopted Anglo-American political forms.
E. Native Americans were incorporated into the urban labor market.
Learning Objective: 6-3: Students will understand that the Indian Reorganization Act of 1934 attempted to increase tribal autonomy and to provide mechanisms for improving the quality of life on the reservations.
Cognitive Domain: Comprehension
Answer Location: Self-Determination
Difficulty Level: Medium
17. On Native American reservations, unemployment ______.
A. rarely exceeds 10%
B. has been declining rapidly in recent years
C. is unmeasured because no statistics are kept
D. has risen to a range of 70–80% on the smaller, more isolated reservations
E. is not a problem
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Knowledge
Answer Location: Jobs and Income
Difficulty Level: Easy
18. Sending Native American children to boarding schools is one way coercive acculturation was “achieved.” Within these schools, tribal languages, dress, and religion were forbidden, and Native American culture was generally discouraged. Which theory or hypothesis would most likely have predicted this?
A. Blauner hypothesis
B. Noel hypothesis
C. culture of poverty theory
D. Marxist theory
E. acculturation theory
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Comprehension
Answer Location: Coercive Acculturation: The Dawes Act and Boarding Schools
Difficulty Level: Medium
19. The rate of intermarriage for Native Americans is ______.
A. quite low but higher than the rate for African Americans
B. highest on the East Coast and lowest in the mountain states
C. quite high compared to other groups
D. about the same as the rate for other groups
E. unmeasured because no statistics are kept
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Knowledge
Answer Location: Primary Structural Assimilation
Difficulty Level: Easy
20. Which of the following occurred as a result of the government’s policy of termination?
A. In general, Native Americans celebrated not being under the rule of the federal government any longer.
B. Native American land was given back to Native American tribes.
C. Native American land was placed in private hands.
D. About 100 tribes were terminated.
E. Women were encouraged to work in private industry as nurses and secretaries.
Learning Objective: 6-4: Students will understand that the policy of termination was proposed in the 1950s and was disastrous. Tribes that were terminated suffered devastating economic losses and drastic declines in quality of life.
Cognitive Domain: Knowledge
Answer Location: The Termination Policy
Difficulty Level: Easy
21. Which of the following is true of the Red Power movement?
A. AIM avoided formal organizing efforts, such as marches.
B. Since the early 1980s, the level of protest activity by Native Americans has increased.
C. The Red Power movement discouraged pan-tribal unity.
D. In 1973, AIM successfully occupied the village of Wounded Knee to protest the violation of treaty rights.
E. The Red Power movement opposed self-determination for diverse tribes.
Learning Objective: 6-6: Students will understand that the Red Power movement rose to prominence in the 1960s and had some successes but was often ignored. The movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.
Cognitive Domain: Knowledge
Answer Location: Red Power
Difficulty Level: Medium
22. As opposed to African Americans and many other minority groups, Native Americans have been more interested in ______.
A. pluralism
B. acculturation
C. integration
D. paternalistic competition
E. segregation
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Comprehension
Answer Location: Acculturation
Difficulty Level: Medium
23. Which of the following statements about Native Americans is true?
A. The level of residential segregation among Native Americans increased between 1980 and 2000.
B. California, Minnesota, and North Dakota have the largest concentration of Native Americans.
C. The number of Native Americans holding elected office reached 17 in 2004.
D. The rate of out-marriage for Native Americans is quite high compared with other groups.
E. The unemployment rate for Native Americans is on par with the national average for all groups.
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Knowledge
Answer Location: Primary Structural Assimilation
Difficulty Level: Easy
24. The vast cultural differences between Native Americans and Western society drove attempts of coercive acculturation by colonizers. This observation would most likely be made by which social theorist?
A. Weber
B. Noel
C. Lenski
D. Blauner
E. Marx
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Application
Answer Location: Native American Cultures
Difficulty Level: Hard
25. Native Americans have been able to preserve their traditions in ways African Americans have not due to ______.
A. African American desires of acculturation
B. Native Americans’ use of English to convey their grievances
C. the survival of the tribal unit
D. a migration of Native Americans into urban centers
E. the Red Power movement starting earlier than Black Power
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Comprehension
Answer Location: Acculturation
Difficulty Level: Medium
26. Most U.S. history textbooks credit ______ for the discovery of the land known as America.
A. Native Americans
B. Mexicans
C. Europeans
D. Africans
E. North Americans
Learning Objective: 6-8: Students will understand that there is some indication that anti-Native prejudice has shifted to more “modern” forms. Institutional discrimination and access to education and employment remain major problems confronting Native Americans.
Cognitive Domain: Comprehension
Answer Location: Prejudice and Discrimination
Difficulty Level: Easy
27. The creation of the Western gender binary can be attributed to ______.
A. findings in biological research
B. histories of matriarchal traditions
C. the group-oriented nature of Western society
D. interpretations of the story of Adam and Eve
E. an attempt to distinguish Western culture from Native culture
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Comprehension
Answer Location: Gender and Social Structure
Difficulty Level: Medium
28. A decrease in explicit anti-Native prejudice in society indicates ______.
A. a shift toward modern racism
B. progress in the race relations cycle
C. a move from acculturation to integration
D. a decrease in barriers to competition
E. that rigid competitive systems remain intact
Learning Objective: 6-8: Students will understand that there is some indication that anti-Native prejudice has shifted to more “modern” forms. Institutional discrimination and access to education and employment remain major problems confronting Native Americans.
Cognitive Domain: Comprehension
Answer Location: Contemporary Native American–White Relations
Difficulty Level: Medium
29. Native American cultures tend to understand humans as ______.
A. no more important than other animals, plants, or the earth itself
B. skilled hunter-gatherers
C. positioned to cultivate profit from landownership
D. more developed than other organisms
E. designed to dominate and subdue natural resources for human development
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Comprehension
Answer Location: Agriculture, Views on Nature, and Land Ownership
Difficulty Level: Medium
30. The Red Power movement was required to strike a balance between ______ in order to best advocate for tribal rights and sovereignty.
A. protest and policy
B. integration and assimilation
C. structural and cultural pluralism
D. separatism and pluralism
E. assimilation and pluralism
Learning Objective: 6-6: Students will understand that the Red Power movement rose to prominence in the 1960s and had some successes but was often ignored. The movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.
Cognitive Domain: Comprehension
Answer Location: Protest and Resistance
Difficulty Level: Medium
31. Which of the following resulted from the Indian Self-Determination and Education Assistance Act?
A. The federal government withdrew support for reservations.
B. Native Americans were able to stabilize their access to land.
C. Tribes were granted increased control over the administration of reservations.
D. Native Americans were incorporated into the urban labor market.
E. land loss and welfare dependency
Learning Objective: 6-3: Students will understand that the Indian Reorganization Act of 1934 attempted to increase tribal autonomy and to provide mechanisms for improving the quality of life on the reservations.
Cognitive Domain: Comprehension
Answer Location: Self-Determination
Difficulty Level: Medium
32. Stereotypes of Native Americans being “savages” motivated efforts toward their extermination and are maintained by observations of their subordinated status on the reservations. This statement supports which theoretical perspective?
A. the Noel hypothesis
B. the importance of the contact situation
C. Blauner’s hypothesis
D. Myrdal’s vicious cycle
E. the segmented assimilation perspective
Learning Objective: 6-8: Students will understand that there is some indication that anti-Native prejudice has shifted to more “modern” forms. Institutional discrimination and access to education and employment remain major problems confronting Native Americans.
Cognitive Domain: Analysis
Answer Location: Prejudice and Discrimination
Difficulty Level: Medium
33. The necessity of members of the Red Power movement to become fluent in English, law, and policy in order to advocate for tribal autonomy supports which of the following conclusions about assimilation?
A. Assimilation is desirable and possible for all groups.
B. Assimilation is a linear process that takes a long time to conclude.
C. Minority groups must undergo acculturation before structural integration.
D. Assimilation can be segmented for different groups.
E. Assimilation and pluralism can occur simultaneously.
Learning Objective: 6-6: Students will understand that the Red Power movement rose to prominence in the 1960s and had some successes but was often ignored. The movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.
Cognitive Domain: Analysis
Answer Location: Red Power
Difficulty Level: Medium
34. Efforts to develop Native American reservations have focused on creating jobs by ______.
A. supporting tribes in developing enclave economies
B. attracting industry with an incentive of a low-wage labor pool
C. creating autonomous farming systems
D. supporting tribal leaders in accessing managerial positions in companies
E. investing in the infrastructure of the reservations
Learning Objective: 6-7: Students will understand that current conflicts between Native Americans and the dominant group center on control of natural resources, preservation of treaty rights, and treaties that have been broken in the past. One possible source of development and conflict is in the potentially lucrative gambling industry.
Cognitive Domain: Comprehension
Answer Location: Attracting Industry to the Reservation
Difficulty Level: Medium
35. The Great Sioux Nation tribes protested the construction of the Dakota Access Pipeline because the pipeline ______.
A. threatened the economic growth of the tribes
B. was not as safe as other pipelines
C. would threaten populous residential areas
D. threatened sacred land and burial sites
E. was unlikely to create job opportunities
Learning Objective: 6-6: Students will understand that the Red Power movement rose to prominence in the 1960s and had some successes but was often ignored. The movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.
Cognitive Domain: Comprehension
Answer Location: Red Power
Difficulty Level: Medium
36. The varying frameworks of gender between tribes support which conclusion about gender?
A. Gender exists in a binary of man and woman.
B. Gender is socially constructed.
C. Gender is connected to sexual orientation.
D. Gender is based on biological differences.
E. Gender is informed by religious beliefs.
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Analysis
Answer Location: Gender and Social Structure
Difficulty Level: Medium
37. Rates of out-marriage for Native Americans are quite high compared with other groups due to ______.
A. Native Americans’ desire to be Americanized
B. marriage providing opportunities for upward mobility
C. an increase in acceptance of interracial marriage
D. the small size of Native populations in urban areas
E. the concentration of Native Americans on reservations
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Comprehension
Answer Location: Primary Structural Assimilation
Difficulty Level: Medium
38. The operation of the Bureau of Indian Affairs on Native reservations represents a ______ system of group relations.
A. plantation
B. paternalistic
C. rigid competitive
D. fluid competitive
E. pluralistic
Learning Objective: 6-2: Students will understand that at the beginning of the 20th century, Native Americans faced the paternalistic reservation system, poverty and powerlessness, rural isolation and marginalization, and the Bureau of Indian Affairs.
Cognitive Domain: Comprehension
Answer Location: Paternalism and the Bureau of Indian Affairs
Difficulty Level: Medium
39. “Native Americans’ subsistence technology was based on hunting and gathering, which shaped their group-oriented dynamics.” This observation would most likely be made by which social theorist?
A. Weber
B. Lenski
C. Marx
D. Gordon
E. Hill Collins
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Application
Answer Location: Agriculture, Views on Nature, and Land Ownership
Difficulty Level: Hard
40. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Which theoretical perspective best explains this phenomenon?
A. the Noel hypothesis
B. the importance of the contact situation
C. Blauner’s hypothesis
D. Myrdal’s vicious cycle
E. the segmented assimilation perspective
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Analysis
Answer Location: Secondary Structural Assimilation
Difficulty Level: Medium
True/False
1. The main goal of Native Americans was to integrate into mainstream society as quickly as possible.
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Comprehension
Answer Location: Assimilation and Pluralism
Difficulty Level: Medium
2. Under the Dawes Act, Native Americans lost significant portions of their land, and much of what remained was of poor quality.
Learning Objective: 6-2: Students will understand that at the beginning of the 20th century, Native Americans faced the paternalistic reservation system, poverty and powerlessness, rural isolation and marginalization, and the Bureau of Indian Affairs.
Cognitive Domain: Knowledge
Answer Location: Coercive Acculturation: The Dawes Act and Boarding Schools
Difficulty Level: Easy
3. Boarding schools were successful in fully inculcating Anglo values, ethics, and religion to Native children.
Learning Objective: 6-2: Students will understand that at the beginning of the 20th century, Native Americans faced the paternalistic reservation system, poverty and powerlessness, rural isolation and marginalization, and the Bureau of Indian Affairs.
Cognitive Domain: Comprehension
Answer Location: Coercive Acculturation: The Dawes Act and Boarding Schools
Difficulty Level: Medium
4. The Indian Reorganization Act of 1934 rescinded the Dawes Allotment Act and reduced the paternalism formerly imposed on Native Americans.
Learning Objective: 6-3: Students will understand that the Indian Reorganization Act of 1934 attempted to increase tribal autonomy and to provide mechanisms for improving the quality of life on the reservations.
Cognitive Domain: Knowledge
Answer Location: The Indian Reorganization Act (IRA)
Difficulty Level: Easy
5. The focus of the Red Power movement was to assimilate Native Americans with White Americans.
Learning Objective: 6-6: Students will understand that the Red Power movement rose to prominence in the 1960s and had some successes but was often ignored. The movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.
Cognitive Domain: Comprehension
Answer Location: Red Power
Difficulty Level: Medium
6. Many of the treaties established during the 1800s have been broken, although some tribes have had success with regaining treaty rights through the court system.
Learning Objective: 6-7: Students will understand that current conflicts between Native Americans and the dominant group center on control of natural resources, preservation of treaty rights, and treaties that have been broken in the past. One possible source of development and conflict is in the potentially lucrative gambling industry.
Cognitive Domain: Knowledge
Answer Location: Broken Treaties
Difficulty Level: Easy
7. The relative status of Native Americans in the United States improved significantly in the last decade of the 20th century, and most Americans view them more positively.
Learning Objective: 6-10: Students will understand that over the 20th century, Native Americans have struggled from a position of powerlessness and isolation. Today, they face an array of problems similar to those faced by all American colonized groups as they try to raise their quality of life while continuing their commitment to their tribes and a Native identity.
Cognitive Domain: Knowledge
Answer Location: Progress and Challenges
Difficulty Level: Easy
8. Many Native Americans are offended by the nicknames of athletic teams, such as the Cleveland Indians or Atlanta Braves, and the use of tomahawk chops and Native mascots, while the public dismisses these things as “trivial.”
Learning Objective: 6-8: Students will understand that there is some indication that anti-Native prejudice has shifted to more “modern” forms. Institutional discrimination and access to education and employment remain major problems confronting Native Americans.
Cognitive Domain: Knowledge
Answer Location: Prejudice and Discrimination
Difficulty Level: Easy
9. About 20% of all Native Americans in the continental United States speak a language other than English at home.
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
10. Native Americans began to urbanize rapidly in the 1950s but are still less urbanized than the national population. In fact, they are the least urbanized minority group in the United States.
Learning Objective: 6-5: Students will understand that Native Americans began to urbanize rapidly in the 1950s but are still less urbanized than the population as a whole.
Cognitive Domain: Knowledge
Answer Location: Relocation and Urbanization
Difficulty Level: Easy
11. Although the number of Native Americans enrolled in college has increased, the percentage of Native Americans who actually graduate from high school and college is still well below the national average.
Learning Objective: 6-8: Students will understand that there is some indication that anti-Native prejudice has shifted to more “modern” forms. Institutional discrimination and access to education and employment remain major problems confronting Native Americans.
Cognitive Domain: Knowledge
Answer Location: School Integration and Educational Attainment
Difficulty Level: Easy
12. Programs under the Indian Reorganization Act (IRA) included opportunities for women that helped prepare them for jobs off the reservation in the fields of nursing and clerical work.
Learning Objective: 6-3: Students will understand that the Indian Reorganization Act of 1934 attempted to increase tribal autonomy and to provide mechanisms for improving the quality of life on the reservations.
Cognitive Domain: Knowledge
Answer Location: The Indian Reorganization Act (IRA)
Difficulty Level: Easy
13. From a Western perspective, the division of labor in Native American societies was “backward.” Thus, White military representatives tended to ignore women tribal leaders.
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Comprehension
Answer Location: Native American Cultures
Difficulty Level: Medium
14. The Bureau of Indian Affairs has tried to take into consideration the needs of various tribes by asking tribal leaders for their input regarding policy.
Learning Objective: 6-2: Students will understand that at the beginning of the 20th century, Native Americans faced the paternalistic reservation system, poverty and powerlessness, rural isolation and marginalization, and the Bureau of Indian Affairs.
Cognitive Domain: Comprehension
Answer Location: Paternalism and the Bureau of Indian Affairs
Difficulty Level: Medium
15. The Self-Determination Act of 1975 primarily benefited smaller, less well-organized tribes.
Learning Objective: 6-3: Students will understand that the Indian Reorganization Act of 1934 attempted to increase tribal autonomy and to provide mechanisms for improving the quality of life on the reservations.
Cognitive Domain: Comprehension
Answer Location: Natural Resources
Difficulty Level: Medium
16. In popular culture, Native Americans have not yet enjoyed an upsurge of popularity and sympathetic portrayals.
Learning Objective: 6-10: Students will understand that over the 20th century, Native Americans have struggled from a position of powerlessness and isolation. Today, they face an array of problems similar to those faced by all American colonized groups as they try to raise their quality of life while continuing their commitment to their tribes and a Native identity.
Cognitive Domain: Knowledge
Answer Location: Progress and Challenges
Difficulty Level: Easy
17. Contemporary Native Americans continue to be limited by poverty, powerlessness, prejudice, and discrimination.
Learning Objective: 6-10: Students will understand that over the 20th century, Native Americans have struggled from a position of powerlessness and isolation. Today, they face an array of problems similar to those faced by all American colonized groups as they try to raise their quality of life while continuing their commitment to their tribes and a Native identity.
Cognitive Domain: Comprehension
Answer Location: Contemporary Native American–White Relations
Difficulty Level: Medium
18. Native Americans have been oriented toward a pluralistic relationship with the larger society.
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Knowledge
Answer Location: Comparing Minority Groups
Difficulty Level: Easy
19. Native Americans have been more successful than African Americans in preserving their traditional cultures.
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
20. Native American languages are in danger of disappearing as generations continue to change.
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
21. The commonalities between Native American and Anglo cultures have created relatively easy means of communication between groups.
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Comprehension
Answer Location: Native American Cultures
Difficulty Level: Medium
22. Native American conceptions about the land were easily translated into Americanized ideas about private property.
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Comprehension
Answer Location: Agriculture, Views on Nature, and Land Ownership
Difficulty Level: Medium
23. The aim of the contact situation with Native Americans was their extermination and the colonization of their land.
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Knowledge
Answer Location: Comparing Minority Groups
Difficulty Level: Easy
24. Native Americans have been unable to resist coercive Americanization.
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Comprehension
Answer Location: Coercive Acculturation: The Dawes Act and Boarding Schools
Difficulty Level: Medium
25. The two-spirit people in many Native tribes challenge the Western idea of the gender binary.
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Analysis
Answer Location: Gender and Social Structure
Difficulty Level: Medium
26. Schools for Native Americans were primarily focused on education and not on “Westernizing” children.
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Knowledge
Answer Location: School Integration and Educational Attainment
Difficulty Level: Easy
27. The stereotypes attached to Native Americans and African Americans during the early years of European colonization are similar.
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
28. Native Americans are highly individualistic, rather than group-oriented.
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Knowledge
Answer Location: Coercive Acculturation: The Dawes Act and Boarding Schools
Difficulty Level: Easy
29. After the 1890s, Native Americans lived on reservations under a paternalistic system of government.
Learning Objective: 6-2: Students will understand that at the beginning of the 20th century, Native Americans faced the paternalistic reservation system, poverty and powerlessness, rural isolation and marginalization, and the Bureau of Indian Affairs.
Cognitive Domain: Knowledge
Answer Location: Reservation Life
Difficulty Level: Easy
30. Over the past century, Native Americans have become increasingly rural.
Learning Objective: 6-5: Students will understand that Native Americans began to urbanize rapidly in the 1950s but are still less urbanized than the population as a whole.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
Essay
1. “Whereas African Americans had been exploited for their labor, Native Americans were exploited for their land.” Explain this statement. What other differences emerged between African Americans and Native Americans due to their differing contact situations?
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Analysis
Answer Location: Comparing Minority Groups
Difficulty Level: Medium
2. The different contact situations for Native Americans and African Americans have led to differences in the dominant political goals of each group. Explain these differences and identify opportunities or possibilities for collaboration between groups.
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Analysis
Answer Location: Comparing Minority Groups
Difficulty Level: Medium
3. Describe and discuss the Dawes Act of 1887 and the Indian Reorganization Act of 1934. How did these acts impact Native Americans?
Learning Objective: 6-3: Students will understand that the Indian Reorganization Act of 1934 attempted to increase tribal autonomy and to provide mechanisms for improving the quality of life on the reservations.
Cognitive Domain: Comprehension
Answer Location: Relations With the Federal Government After the 1890s
Difficulty Level: Medium
4. What were the most important cultural differences between Native American tribes and the dominant society? How did these differences shape the contact situation and ensuing group relations?
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Analysis
Answer Location: Native American Cultures
Difficulty Level: Medium
5. What processes have made it more likely for Native Americans to retain their culture in comparison to other colonized groups, such as African Americans?
Learning Objective: 6-11: Students will apply concepts from parts 1 and 2 to understand the significance of the contact situation in shaping Native American experience in contrast to the African American experience.
Cognitive Domain: Analysis
Answer Location: Comparing Minority Groups
Difficulty Level: Medium
6. In what ways have Native Americans continued to be limited by poverty, powerlessness, prejudice, and discrimination? How does this differ within various Native American communities?
Learning Objective: 6-10: Students will understand that over the 20th century, Native Americans have struggled from a position of powerlessness and isolation. Today, they face an array of problems similar to those faced by all American colonized groups as they try to raise their quality of life while continuing their commitment to their tribes and a Native identity.
Cognitive Domain: Comprehension
Answer Location: Contemporary Native American–White Relations
Difficulty Level: Medium
7. Describe the effects of paternalism and coercive acculturation on Native Americans. Explain how these processes have shaped the history and future of the group.
Learning Objective: 6-1: Students will understand that Native American and Anglo-American cultures are vastly different, driving attempts of coercive acculturation by colonizers.
Cognitive Domain: Comprehension
Answer Location: Reservation Life
Difficulty Level: Medium
8. Characterize the contemporary status of Native Americans in terms of acculturation, secondary structural integration, and primary structural assimilation. How has the reservation shaped these processes? How do Native Americans compare with African Americans?
Learning Objective: 6-9: Students will understand that Native Americans have preserved much of their traditional culture, although in altered form. The secondary structural assimilation of Native Americans is low; on many measures of quality of life, they are the most impoverished American minority group. Primary structural assimilation is comparatively high.
Cognitive Domain: Analysis
Answer Location: Assimilation and Pluralism
Difficulty Level: Medium
9. Explain this statement: “The Red Power movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.”
Learning Objective: 6-6: Students will understand that the Red Power movement rose to prominence in the 1960s and had some successes but was often ignored. The movement was partly assimilationist even though it pursued pluralistic goals and greater autonomy for the tribes.
Cognitive Domain: Comprehension
Answer Location: Protest and Resistance
Difficulty Level: Medium
10. Explain the changes that transpired over the course of the 20th century after the enactment of federal Native American policies. How did these changes affect the tribes? What role did the Native American protest movement play in prompting change?
Learning Objective: 6-4: Students will understand that the policy of termination was proposed in the 1950s and was disastrous. Tribes that were terminated suffered devastating economic losses and drastic declines in quality of life.
Cognitive Domain: Analysis
Answer Location: Relations With the Federal Government After the 1890s
Difficulty Level: Medium
Document Information
Connected Book
Complete Test Bank Diversity and Society 6e with Answers
By Joseph F. Healey