Chapter 6 The Struggle For Equal Rights Exam Questions - Test Bank | Keeping the Republic 9e by Barbour by Christine Barbour. DOCX document preview.
Test Bank
Chapter 6: The Struggle for Equal Rights
Multiple Choice
1. When someone who is part of more than one minority or oppressed group and experiences interdependent oppression or discrimination it is known as ______.
a. intersectionality
b. de jure discrimination
c. de facto discrimination
d. strict scrutiny
e. affirmative action
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Knowledge
Answer Location: The Struggle for Equal Rights
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
2. Social and economic statistics tend to show that ______.
a. African Americans have completely overcome the effects of systematic discrimination
b. African Americans are now greatly advantaged over whites because of civil rights laws
c. African Americans have gotten no benefit from recent civil rights policies
d. inequality still pervades the American system
e. whites have benefited from recent civil rights policies more than African Americans
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Knowledge
Answer Location: The Struggle for Equal Rights
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
3. The concepts of strict scrutiny and suspect classification are used by the Supreme Court to answer what question?
a. When is torture of suspected terrorists permitted?
b. When can we suspect minorities of taking advantage of civil rights laws?
c. When can the police act on their suspicions that someone is an illegal alien?
d. When can the law treat people differently?
e. When can the president act on suspicions that another country is going to attack the United States?
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Knowledge
Answer Location: The Meaning of Political Inequality
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
4. Which of the following combinations is incorrect?
a. race, suspect class
b. gender, quasisuspect class
c. age, nonsuspect class
d. sexual orientation, quasisuspect class
e. social class, nonsuspect class
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Analysis
Answer Location: The Meaning of Political Inequality
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
5. The significance of suspect classification is that it ______.
a. allows the government to call into question whether a group requires protection from discriminatory laws
b. is crucial in a group’s struggle for civil rights
c. requires the police to read a suspect his or her rights before questioning
d. was the sole basis for the decision in Brown v. Board of Education
e. requires courts to apply a minimum rationality standard of review to laws affecting a group
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Comprehension
Answer Location: The Meaning of Political Inequality
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
6. A suspect classification is one that ______.
a. makes a group’s claims of discrimination suspect
b. treats people differently because of a classification such as race
c. is a classification used to place suspected racists on a watch list
d. is a method of classifying suspects as to whether their crimes are hate crimes
e. is used for situations involving handicapped persons
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Knowledge
Answer Location: The Meaning of Political Inequality
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
7. The Supreme Court designated race a suspect class in the ______.
a. 1870s
b. 1890s
c. 1950s
d. 1980s
e. 1930s
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Knowledge
Answer Location: The Meaning of Political Inequality
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
8. Attempts by the U.S. government to ensure that blacks enjoyed equal citizenship in fact as well as in theory after the Civil War ______.
a. were generally successful with few exceptions
b. were blocked by Republicans in Congress
c. essentially ended by the time Reconstruction was completed and only later were reinitiated
d. were not successful until the passage of the Fourteenth Amendment
e. were not successful until the passage of the Fifteenth Amendment
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
9. Blacks were kept from exercising their rights in the South after Reconstruction by all of the following methods EXCEPT ______.
a. grandfather clauses
b. Jim Crow laws
c. poll taxes
d. literacy tests
e. civil suits
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
10. For which purpose was the Fourteenth Amendment passed?
a. to give blacks the right to vote
b. to give women the right to vote
c. to abolish slavery
d. to guarantee the right of citizenship
e. to legalize black codes
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
11. In the first half of the twentieth century, the status of blacks was that ______.
a. they had no rights in law or practice
b. Congress tried to protect their rights, but it was blocked by the Supreme Court
c. the president tried to protect their rights, but he was blocked by Congress
d. no branch of government was willing to enforce the laws giving rights to blacks
e. the national government wanted to enforce the rights of blacks but was blocked by state governments
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
12. The legal methods used to deny African Americans the right to vote, such as literacy tests and poll taxes, were overcome by ______.
a. passage of the Voting Rights Act of 1965 and the Twenty-Fourth Amendment
b. an executive order issued by President Lyndon Johnson
c. changes in the political leadership of the southern states
d. passage of the Fourteenth Amendment to the Constitution
e. Reconstruction
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
13. Which of the following cases did NOT help to overturn the “separate but equal” doctrine?
a. Missouri ex rel. Gaines v. Canada
b. Sweatt v. Painter
c. Korematsu v. United States
d. Dred Scott v. Sandford
e. Brown v. Board of Education
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
14. Korematsu v. United States ______.
a. held that the poll tax violated the Fourteenth Amendment
b. limited the civil rights of Japanese Americans in the interest of national security
c. granted voting rights to Japanese Americans
d. ended the doctrine of “separate but equal”
e. declared immigration restrictions on Japanese Americans to be unconstitutional
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
15. The decision in ______ overturned Plessy v. Ferguson.
a. Sweatt v. Painter
b. Missouri ex rel. Gaines v. Canada
c. Korematsu v. United States
d. Brown v. Board of Education
e. Smith v. Allwright
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
16. In Brown v. Board of Education, the Supreme Court ruled unanimously that ______.
a. school districts had to integrate within exactly five years
b. segregated schools were inherently unequal because the very fact of segregation made blacks feel unequal
c. busing would be used as the sole method to integrate schools
d. all segregated facilities, whether they were schools or not, were unconstitutional
e. school integration was the responsibility of state governments only
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
17. The major, nationwide impact of the Brown v. Board of Education decision was that it ______.
a. motivated African Americans to align themselves with Mexican Americans to bring about school desegregation
b. instituted busing to overcome de facto discrimination
c. caused school desegregation in the South to move ahead rapidly
d. caused many southern whites to move to the North
e. served as a catalyst for the civil rights movement
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
18. Literacy tests were combined with which of the following to allow illiterate southern whites to vote during the late nineteenth century?
a. poll taxes
b. grandfather clauses
c. black codes
d. Jim Crow laws
e. affirmative action
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
19. The civil rights movement of the 1950s–1960s was most successful in eliminating ______ but was far less successful in eliminating ______.
a. de jure discrimination; de facto discrimination
b. de facto discrimination; de jure discrimination
c. economic differences among the races; political differences among the races
d. differences in levels of educational attainment; differences in levels of social attainment
e. underrepresentation of African Americans among office holders; underrepresentation of African Americans in the professions
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
20. ______ discrimination is discrimination in fact.
a. De facto
b. De solis
c. Ad hoc
d. De jure
e. Ex post facto
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
21. Which of the following is an example of a procedural policy?
a. Title IX
b. busing
c. The Civil Rights Act of 1964
d. universal health care
e. affirmative action
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Application
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
22. The significance of the Regents of the University of California v. Bakke case is that it ______.
a. declared busing unconstitutional
b. led to the integration of schools
c. solidified the use of quotas in college admissions
d. signaled the approval of affirmative action
e. upheld segregated educational facilities
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
23. Which president issued an executive order that prohibited discrimination in firms that conduct business with the U.S. government?
a. John F. Kennedy
b. Lyndon Johnson
c. Barack Obama
d. Bill Clinton
e. Ronald Reagan
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
24. Affirmative action is an example of which of the following?
a. the American government fulfilling the requirements of the 1964 Civil Rights Act
b. the American government attempting to end de jure discrimination
c. the American government attempting to force the fulfillment of racial quotas
d. the American government attempting to create procedural equality
e. the American government attempting to create substantive equality
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Application
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
25. Segregation has been harder to overcome in the North than in the South because ______.
a. segregation in the North is de facto segregation
b. segregation in the North is de jure segregation
c. northerners opposed segregation more strenuously than southerners
d. northerners are politically more powerful than southerners
e. blacks were reluctant to challenge their northern allies in the civil rights struggle
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
26. Which of the following amendments is among those designed to protect the peoples’ citizenship rights?
a. Twenty-Sixth
b. Twelfth
c. Sixteenth
d. Twenty-Fifth
e. Eighteenth
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: The Struggle for Equal Rights: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
27. All of the following statements concerning affirmative action are true EXCEPT this:
a. A majority of Americans support the principles behind affirmative action.
b. It is intended to be a substantive remedy for past discrimination.
c. It has been banned in a number of states.
d. Strict scrutiny has been used to oppose affirmative action.
e. Statistics indicate that blacks are now even with whites on most economic measures.
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Analysis
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
28. Congressional policy toward Native Americans has historically varied between ______.
a. creating a national tribal council and developing local tribal councils
b. restricting Native Americans to reservations and reducing the size of reservations
c. giving them status as independent nations and lumping them with other minorities
d. assimilating Native Americans into a European-based culture and encouraging independence and self-government
e. reducing crime on the reservations and limiting educational opportunities
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
29. An example of the concept of intersectionality would be the ______.
a. higher tuition rate charged to out-of-state students at state universities
b. reinforced discrimination encountered by a disabled Hispanic lesbian
c. language barriers that new legal immigrants must overcome if they want to find jobs
d. informational hurdles that handicap long-distance employment seekers
e. the application of affirmative action to university admissions policies
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Application
Answer Location: The Struggle for Equal Rights
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
30. In the aftermath of the passage of the Indian Gaming Regulatory Act of 1988, many Native American tribes have ______.
a. found that living standards for their members have declined precipitously
b. endured unprecedented crime waves on their reservations
c. experienced improved economic prosperity and political power
d. tried to wean themselves from dependence on casino revenues
e. sought economic opportunities outside of their reservations
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
31. Native Americans face a particularly difficult task in winning battles in American politics for all of the following reasons EXCEPT this:
a. They do not have the right to vote.
b. The status of tribes in the American political system is that of a unique form of federalism.
c. The states have been hostile to them.
d. The federal government has been hostile to them.
e. The courts have not been inclined to protect them.
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Analysis
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
32. The U.S. government has ______.
a. consistently tried to maintain Native American culture
b. provided assistance to Native Americans to help them assimilate into American culture
c. maintained Native Americans on their ancestral lands as much as possible
d. repeatedly deprived Native Americans of their ancestral lands
e. treated Native Americans with dignity and respect
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
33. Under the minimum rationality test, the government can discriminate against members of certain classes if it can demonstrate that ______.
a. members of racial and ethnic minorities will be negatively impacted by the new policy
b. individuals will not be economically harmed by this decision
c. there is a reasonable basis for the law in question
d. the policy will not be too economically burdensome to implement
e. that those classes are not in need of government assistance
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Comprehension
Answer Location: The Meaning of Political Inequality
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
34. Currently, the Supreme Court has identified ______ as a suspect class.
a. sexual orientation
b. race
c. gender
d. religion
e. immigrants
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Comprehension
Answer Location: The Struggle for Equal Rights
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
35. The first Hispanic justice of the U.S. Supreme Court ______.
a. is Alberto Gonzales
b. is Elián González
c. is Bill Richardson
d. has yet to be appointed
e. is Sonia Sotomayor
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race and Ethnicity
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
36. According to Barbour and Wright, people deny rights to others because ______.
a. rights are power
b. they are psychologically damaged in some way
c. they do not believe in democratic values
d. the Constitution demands the creation of “ins” and “outs”
e. of perceptions of superior self-worth
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Comprehension
Answer Location: The Meaning of Political Inequality
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
37. Asian Americans and Hispanic Americans both have ______.
a. active voting populations
b. common political values
c. population diversity
d. strong grassroots political organizations
e. strong financial resources for political activity
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
38. Compared to other minorities, Asian Americans ______.
a. have formed their own political parties where population size justifies it
b. have lower levels of voter turnout and registration
c. are strongly affiliated with the Republican Party
d. are considered the largest swing voting bloc
e. are strongly affiliated with the Democratic Party
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
39. The lack of immigration from Asia during much of the first half of the twentieth century can be attributed most directly to ______.
a. the fact that most Asians preferred to emigrate to European democracies because of patterns of discrimination in the United States
b. the lack of political opportunities available to Asians in the United States
c. the fact that Asians have never seen the United States as providing economic opportunities for them
d. the fact that Japanese culture is marked by a fear of learning a new language
e. legislation passed by Congress that restricted immigration from China and Japan
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
40. During World War II, Japanese Americans ______.
a. were treated fairly even though Americans in Japan were the subject of persecution
b. lost their citizenship if they still had family members in Japan
c. were placed in internment camps for national security purposes
d. fled America to live in Western Europe
e. were often required to return to Japan
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Knowledge
Answer Location: The Meaning of Political Inequality; Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
41. All of the following statements concerning the status of women in early nineteenth-century America are true EXCEPT this:
a. They could not own property.
b. They could not marry noncitizens.
c. They could not initiate divorce proceedings.
d. They could not bring a lawsuit.
e. They could not gain custody of their children in case of divorce.
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Analysis
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
42. The term “racism” involves ______.
a. the physical destruction of a particular religious group
b. segregating public accommodations on the basis of gender
c. discouraging procreation among individuals who are believed to be mentally deficient
d. institutionalized power inequalities based on perceived racial differences
e. depriving individuals of civil rights based on their sexual orientation
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
43. Women gained the right to vote by a strategy of ______.
a. gaining the support of the president
b. winning support at the national level and then using that to win in the states
c. massive demonstrations in major cities that gained them publicity and support
d. getting sympathetic male voters to write in the names of women on their ballots; these women won a surprising number of legislative seats
e. gaining the right to vote in states where they had support and expanding their support over time
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
44. The women’s movement was most successful with a strategy of ______ in the late nineteenth and early twentieth centuries.
a. changing laws state by state
b. threatening opposition politicians with electoral defeat
c. supporting strong female candidates for office
d. mass demonstrations and sit-ins
e. using the provisions of the Fourteenth Amendment to argue in the courts for equal treatment
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
45. An early law at the national level that prohibited slavery in a specific part of the United States was the ______.
a. Fugitive Slave Act
b. Northwest Ordinance
c. Alien and Sedition Acts
d. Judiciary Act
e. The Civil Rights Act
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
46. Regarding the role of women in contemporary politics, which statement is false?
a. Female candidates spend less money than do male candidates.
b. Women are not as likely as men to want to go into politics.
c. Women are the most underrepresented group in Congress and the state legislatures.
d. Representation of women in the state legislatures is at an all-time high.
e. A majority of Americans agree that the United States is ready for a female president.
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Analysis
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
47. Laws that treat men and women differently are subject to ______.
a. strict scrutiny
b. the minimum rationality test
c. the Lemon test
d. the Miller test
e. an intermediate standard of review
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
48. The Lilly Ledbetter Act ______.
a. requires a woman claiming gender discrimination in the workplace to do so within the first 150 days of employment
b. requires affirmative action remedies in cases of gender discrimination in the workplace
c. is named after George W. Bush’s maternal grandmother
d. was pushed through Congress by business interests to water down gender discrimination regulations
e. extended the time period available to a woman claiming gender discrimination in the workplace
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
49. Women are ______.
a. the most underrepresented group in Congress and state legislatures
b. overrepresented in many state legislatures
c. overrepresented in the Senate but underrepresented in the House of Representatives
d. achieving a greater level of representation in Congress than are African Americans
e. overrepresented in governorships
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
50. In Lawrence v. Texas, the Supreme Court ruled that ______.
a. fair employment policies for gays were unconstitutional
b. gay couples cannot be denied housing on the basis of sexual orientation
c. the right to same-sex marriage is protected by the U.S. Constitution
d. gay couples have the right to receive social benefits available to married heterosexual couples
e. state sodomy laws were a violation of the right to privacy
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on Other Bases
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
51. The Supreme Court of ______ was the first in the nation to declare that marriage was a civil right and that banning same-sex marriage violated the state’s equal protection and due process clauses.
a. Massachusetts
b. New York
c. New Jersey
d. Minnesota
e. Illinois
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on Other Bases
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
52. Prior to the Civil War, free blacks living outside of the South were ______.
a. discriminated against economically, but not politically
b. almost always treated just like white citizens
c. in imminent danger of being deported to Canada
d. generally not in possession of full citizenship rights
e. often deported as part of America’s colonization policy
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
53. Barbour and Wright contend that the civil rights movement in the United States faces an important problem in trying to achieve its goals because of how ______.
a. difficult it is to convince impoverished people to stand up for their rights
b. American political culture views equality
c. closely intertwined the civil rights movement is with the dominant power structures of the country
d. easily the movement’s opponents can mobilize their supporters to stop them
e. financially strapped many civil rights organizations have become as of late
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Analysis
Answer Location: The Meaning of Political Inequality
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
54. Congress is authorized to control the federal government’s relations with Native American tribes by ______.
a. the necessary and proper clause
b. Article V
c. the commerce clause
d. Article I, Section 9
e. the Fourteenth Amendment
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
55. The Americans with Disabilities Act was controversial because ______.
a. Republicans accused Democrats of making a political issue out of those with disabilities
b. many of the required changes in physical accommodations are extremely expensive to install
c. it instituted quotas for businesses regarding the hiring of those with disabilities
d. supporters of the rights of the disabled did not believe the act went far enough
e. it allowed significant prejudice against those with disabilities
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on Other Bases
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
56. In 1971, the Supreme Court ruled that, by law, discrimination against aliens is ______.
a. permitted since they have no rights of citizenship
b. never permitted
c. not permitted unless the United States is involved in a war with the nation of a person’s alienage
d. similar to racial and religious discrimination and requires application of the strict scrutiny test
e. permitted if Congress has a rational reason for passing such a law
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on Other Bases
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
57. ______ are citizenship rights guaranteed to the people.
a. Human rights
b. Legal rights
c. Civil rights
d. Personal rights
e. Civil liberties
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Knowledge
Answer Location: The Struggle for Equal Rights
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
58. Generally speaking, Native Americans have not been able to turn to state political entities for help in exercising their rights because ______.
a. competition from other local concerns has overwhelmed the states’ ability to respond
b. most reservations cross state borders, causing considerable jurisdictional issues
c. local authorities have been perceived as being too sympathetic to the Native Americans’ cause
d. Native American reservations have a separate legal existence under federal jurisdiction
e. the commerce clause forbids state level interaction with Native American tribes
Ans.: D
KEY: Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Other Racial and Ethnic Identities
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
59. ______ is a heightened standard of review to assess the constitutionality of laws that limit some freedoms.
a. Due process
b. Strict scrutiny
c. Rational basis
d. Suspect classification
e. Intersectionality
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Knowledge
Answer Location: The Meaning of Political Inequality
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
60. Currently, the largest ethnic or racial minority group in the United States is ______.
a. Hispanic Americans
b. African Americans
c. Asian Americans
d. Native Americans
e. Pacific Islanders
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
True/False
1. The minimum rationality test is used by courts to determine whether a law can discriminate on the basis of gender.
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Comprehension
Answer Location: The Meaning of Political Inequality
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
2. Colorado was the first state to grant women the right to vote.
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
3. The Civil Rights Act of 1964 was designed to reduce or eliminate racial discrimination in public accommodations.
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
4. The Thirteenth Amendment prohibited individuals from owning slaves.
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
5. Generally speaking, Cuban Americans, Chicanos, and Puerto Ricans share exactly the same issues and concerns.
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Other Racial and Ethnic Identities
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
6. The federal government found it much easier to enforce the Fifteenth Amendment than it did the Nineteenth Amendment.
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
7. Citizens have frequently used interest groups to acquire and protect their rights.
Learning Objective: 6.6: Identify tools used by citizens to expand the promise of civil rights.
REF: Cognitive Domain: Comprehension
Answer Location: The Citizens and Civil Rights
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
8. De facto discrimination is generally the result of tradition and habit.
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Knowledge
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
9. Abolitionist groups were typically composed of free blacks and southern whites.
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Knowledge
Answer Location: The Meaning of Political Inequality
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
10. The Defense of Marriage Act requires states to recognize gay marriages performed in other states.
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Knowledge
Answer Location: The Fight for Suspect Status
Difficulty Level: Easy
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
Short Answer
1. What are the two primary views held by Native Americans regarding casino gambling on their reservations?
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
2. What role has the U.S. Supreme Court played in striking down Native American claims to religious freedom?
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
3. What accounts for the unique challenges Hispanic Americans face in their fight against discrimination?
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
4. In what regions of the United States have Mexican Americans, Puerto Ricans, and Cubans traditionally settled?
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Race and Ethnicity
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
5. During the nineteenth century what types of employment were typically open to women?
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
6. During the early-to-mid nineteenth century, why did many women’s rights activists work closely with the anti-slavery movement?
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
7. Why were people in the South opposed to women’s suffrage?
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
8. Why did people in the East oppose women’s suffrage?
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
9. For what reasons was the National Organization for Women (NOW) formed in 1967?
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
10. As it relates to the Supreme Court, what has been the consequence of not having a constitutional amendment guaranteeing equal protection of the laws regardless of gender?
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Comprehension
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
Essay
1. Explain the various standards used by the courts when laws treat people differently. What are the three legal classifications, and what groups fall under each of those classifications? What standard of review does the court apply for each classification? What question does the court ask when reviewing whether a law is constitutional for each classification? Why is a group’s legal classification so important?
Learning Objective: 6.1: Outline the criteria used by the courts to determine if and when the law can treat people differently.
REF: Cognitive Domain: Application
Answer Location: The Meaning of Political Inequality
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
2. With the end of the Civil War and the ratification of the Thirteenth, Fourteenth, and Fifteenth Amendments, it seemed like African Americans would finally obtain certain fundamental rights, such as the right to vote and equal protection under the law. What strategies did white southerners (and some northerners) use to continue to deny African Americans these rights? How were these rights ultimately achieved?
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Analysis
Answer Location: Rights Denied on the Basis of Race
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
3. Explain the significance of Brown v. Board of Education.
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Application
Answer Location: Rights Denied on the Basis of Race
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
4. Explain the difference between de jure and de facto discrimination, and give an example of each.
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Application
Answer Location: Rights Denied on the Basis of Race
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
5. Explain the problems created by the diversity of Hispanic Americans.
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Application
Answer Location: Rights Denied on the Basis of Other Racial and Ethnic Identities
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
6. Provide three reasons why the ERA failed.
Learning Objective: 6.4: Describe how women have fought for equality and the changing role of women in American politics.
REF: Cognitive Domain: Application
Answer Location: Rights Denied on the Basis of Gender
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
7. Explain the significance of the Lawrence v. Texas decision.
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Application
Answer Location: Rights Denied on Other Bases
Difficulty Level: Medium
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
8. There are many similarities and differences between Native American, Hispanic American, and Asian American experiences. Discuss at least three similarities and three differences. Think about the following questions: What types of discrimination has each group faced? Is there any form of discrimination that applies to only one of the groups? What tactics have the groups used to fight for their civil rights?
Learning Objective: 6.3: Explain the different paths to equality taken by other racial and ethnic groups.
REF: Cognitive Domain: Analysis
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
9. Rights have been denied on the basis of more than just race, ethnicity, and gender. Discuss at least three groups whose rights have been denied on other bases. What rights is each group fighting for? How successful have they been at obtaining those rights?
Learning Objective: 6.5: Recognize examples of other groups that face discrimination.
REF: Cognitive Domain: Analysis
Answer Location: Rights Denied on Other Bases
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
10. Discuss the birth and evolution of the affirmative action movement in the United States. What inspired the birth of affirmative action efforts? Why has it often proven to be so controversial? What role has the Supreme Court played in the debate? What is the status of the movement today?
Learning Objective: 6.2: Summarize key events and outcomes in the struggle for equality of African Americans.
REF: Cognitive Domain: Analysis
Answer Location: Rights Denied on the Basis of Race: African Americans
Difficulty Level: Hard
TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
Document Information
Connected Book
Test Bank | Keeping the Republic 9e by Barbour
By Christine Barbour