Chapter 8: Power, Politics, and Identities

Test Bank

Multiple Choice

1. “Politics” describes ______.

a. federal government

b. democratic governments

c. processes, activities, and institutions related to governance

d. social division

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Contemporary Political Identities

Difficulty Level: Easy

2. The term “political identities” refers to ______.

a. differential racial voting blocks

b. voter participation

c. political identities based on social positions and associations

d. populations barred from voting, like convicted felons, barred in most states

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Contemporary Political Identities

Difficulty Level: Easy

3. Regional colonial patterns and frontier histories have resulted in ______.

a. distinct regional differences

b. differing wealth distributions

c. unique cultural histories

d. all of these

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Application

Answer Location: Regional differences

Difficulty Level: Hard

4. In 2016, whites constituted ______ of the projected eligible voters.

a. 50%

b. 90%

c. 70%

d. 25%

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Regional differences

Difficulty Level: Medium

5. Which of the following is true regarding political identity?

a. Blacks and Hispanics living in the South and Northeast are more likely to view reality through the lens of race.

b. Whites do not typically view themselves racially.

c. All groups of people living in the West are more likely to view themselves through the lens of social class.

d. both “blacks and Hispanics living in the South and Northeast are more likely to view reality through the lens of race” and “all groups of people living in the West are more likely to view themselves through the lens of social class”

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Regional Differences

Difficulty Level: Medium

6. This type of law revokes a person’s right to vote.

a. law of naturalization

b. criminal penalty law

c. disenfranchisement

d. institutionalization

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Voter Disenfranchisement

Difficulty Level: Medium

7. Which of the following is a characteristic of people who are disenfranchised in the United States?

a. They have a criminal conviction.

b. They have dual citizenship.

c. They are members of minority groups.

d. both “they have a criminal conviction” and “they are members of minority groups”

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Voter Disenfranchisement

Difficulty Level: Medium

8. In 2010 how many people were disenfranchised?

a. about 3 million

b. about 4 million

c. about 7 million

d. about 6 million

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Voter Disenfranchisement

Difficulty Level: Hard

9. In this state the disenfranchisement is more than 20% for African Americans.

a. California

b. Kentucky

c. Virginia

d. both Kentucky and Virginia

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Voter Disenfranchisement

Difficulty Level: Hard

10. Which characteristic is associated with voting eligible non-voters?

a. They have the lowest levels of education.

b. They are from the middle class.

c. They work in the white collar sector.

d. They are black women.

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: The Role of Race, Class, and Gender

Difficulty Level: Medium

11. In the 2016 presidential election, which voting block was the most likely to vote?

a. white men

b. white women

c. black men

d. black women

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: The Role of Race, Class, and Gender

Difficulty Level: Medium

12. Which of the following voting patterns occurred in the 2016 presidential election?

a. The majority of women voted for Clinton.

b. The majority of men voted for Trump.

c. Sixty-seven percent of whites without a college degree voted for Trump.

d. all of these

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Analyzing the 2016 Presidential Election

Difficulty Level: Easy

13. This is the study of government, political behaviors, institutions, and processes that occur between the state, society, and its citizens.

a. political sociology

b. institutional sociology

c. community sociology

d. none of these

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: Critiquing Sociological Theories of Power, Politics and Identity

Difficulty Level: Easy

14. This posits that power within society is decentralized, widely shared, diffuse, and fragmented.

a. power elite

b. pluralism

c. disenfranchisement

d. class approach to power

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Pluralist Approach

Difficulty Level: Medium

15. Which of the following groups is associated with the pluralistic model of power?

a. insider group

b. outsider group

c. tertiary group

d. both “insider group” and “outsider group”

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Pluralist Approach

Difficulty Level: Easy

16. Within the pluralistic model to power this group holds the bulk of the power.

a. insider group

b. outsider group

c. tertiary group

d. both “insider group” and “outsider group”

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Pluralist Approach

Difficulty Level: Easy

17. Within the pluralistic model to power this group has limited power.

a. insider group

b. outsider group

c. tertiary group

d. both “outsider group” and “tertiary group”

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Pluralist Approach

Difficulty Level: Easy

18. Which of the following is an example of a current political insider group that was an outsider group in the past?

a. Catholics

b. LGBT

c. women

d. all of these

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Pluralist Approach

Difficulty Level: Easy

19. This model of power suggests that power is concentrated among a discrete group of elites who control the resources of significant social institutions.

a. pluralistic model of power

b. power elite model

c. class approach model

d. plutocracy model

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: Power Elite Model

Difficulty Level: Medium

20. Elites within the power elite model consist of members from this group.

a. political leaders

b. heads of major corporations

c. high ranking military professionals

d. all of these

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: Power Elite Model

Difficulty Level: Easy

21. This approach to power assumes that the type of economic system a society has determines the kind of political processes.

a. class approach to power

b. power elite model

c. pluralistic model

d. politico model

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Class Approach

Difficulty Level: Medium

22. Which of the following is a tradition derived from the class approach model to power?

a. instrumentalist

b. structuralist

c. credentialist

d. both “instrumentalist” and “structuralist”

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Class Approach

Difficulty Level: Medium

23. In this tradition, within the class approach to power perspective, the state is viewed as being an economic class that controls both the political and economic spheres.

a. instrumentalist

b. structuralism

c. credentialism

d. meritocrary

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Class Approach

Difficulty Level: Medium

24. In this tradition, within the class approach to power perspective, it is posited that the state and all political institutions exist relatively independent of each other and are essentially a byproduct of conflict between and within class groups.

a. instrumentalist

b. structuralism

c. credentialism

d. meritocracy

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Class Approach

Difficulty Level: Medium

25. This type of theory is an attempt by scholars and activists to transform the relationship between race, racism, and power.

a. critical race theorist

b. symbolic race theory

c. functionalist race theory

d. rational race theory

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Class Approach

Difficulty Level: Medium

26. Which of the following is a theme within critical race theory?

a. reinterpretation of stock sociopolitical theories

b. challenging stock sociopolitical theories

c. rejecting stock sociopolitical theories

d. all of these

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Class Approach

Difficulty Level: Medium

27. This critical race theorist coined the term “intersectionality.”

a. Kimberlé Williams Crenshaw

b. W.E.B. DuBois

c. Patricia Hill Collins

d. Arlie Hochschild

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Class Approach

Difficulty Level: Hard

28. This is a political process or structure that relies on people of specific religions, racial and ethnic groups, or social backgrounds to form exclusive political alliances.

a. identity politics

b. class approach

c. stratification

d. gentrification

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Class Approach

Difficulty Level: Easy

29. This is defined as the ability to acquire scarce resources.

a. ability

b. self-efficacy

c. power

d. credentialism

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Applying the Matrix of Race to U.S. Political History

Difficulty Level: Medium

30. Which of the following resources is always more scarce than others in the United States?

a. housing

b. access to education

c. access to employment

d. all of these

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Applying the Matrix of Race to U.S. Political History

Difficulty Level: Medium

31. During the 18th century, which of the following colonies was a staunch supporter of slavery?

a. Maryland

b. Virginia

c. Georgia

d. all of these

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Slavery

Difficulty Level: Easy

32. What type of southern crop was dependent on slave labor for profitability?

a. cotton

b. rice

c. tobacco

d. all of these

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Slavery

Difficulty Level: Easy

33. This is a term used to describe the practice of sorting and ranking geographic areas for the purpose of determining mortgage lending for minority members.

a. districting

b. redlining

c. gentrification

d. suburbanization

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: De Facto Political Practices

Difficulty Level: Medium

34. What did “grandfather clauses” following the Civil War permit?

a. a person to vote who also had a grandfather who was permitted to vote

b. granted land to Africans who had grandfathers who were slaves

c. granted the right to vote to Africans whose grandfathers were slaves

d. none of these

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: De Jure Political Practices

Difficulty Level: Medium

35. This de jure law, following the Civil War, required a person seeking to vote to read and interpret a section of the state constitution to the county court.

a. literacy test

b. educational test

c. political understanding test

d. comprehension test

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: De Jure Political Practices

Difficulty Level: Easy

36. Which of the following is an example of a de jure law following the Civil War?

a. poll taxes

b. grandfather clauses

c. literacy tests

d. all of these

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: De Jure Political Practices

Difficulty Level: Easy

37. What year did citizen women of all races get the right to vote in the United States?

a. 1886

b. 1895

c. 1920

d. 1912

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: De Jure Political Practices

Difficulty Level: Medium

38. Jim Crow laws in the south represent ______.

a. civil liberties

b. de facto laws

c. de jure laws

d. civil rights

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Application

Answer Location: De Jure Political Practices

Difficulty Level: Medium

39. In the later part of the 20th century, miscegenation was an example of a ______.

a. civil liberty

b. de facto law

c. de jure law

d. civil right

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Application

Answer Location: De Facto Political Practices

Difficulty Level: Medium

40. ______ refers to political practices and processes that although not enshrined into laws, were carried out in practice by various entities.

a. De facto

b. Intentional

c. De jure

d. Defunct

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Application

Answer Location: De Facto Political Practices

Difficulty Level: Hard

41. ______ refers to political practices and processes that were enacted as formal laws.

a. De facto

b. Intentional

c. De jure

d. Defunct

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Comprehension

Answer Location: De Facto Political Practices

Difficulty Level: Medium

42. This was a social consequence of the 1965 Immigration and Nationality Act.

a. Immigrants of all nationalities were accepted on roughly equal terms.

b. Immigration from the Middle East was limited.

c. Immigration from China was limited.

d. none of these

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Immigration

Difficulty Level: Medium

43. What year was the National Origin’s Formula replaced with the Nationality Act?

a. 1952

b. 1931

c. 1965

d. 1922

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Immigration

Difficulty Level: Hard

44. What did the National Origin’s Formula do?

a. set annual quotas on immigration

b. gave suggestions for immigrant housing options

c. put limitations on occupations for immigrants

d. none of these

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Comprehension

Answer Location: Immigration

Difficulty Level: Medium

45. What was the first group that was targeted by anti-immigration sentiments in the United States?

a. Chinese

b. Irish

c. German

d. Scottish

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Immigration

Difficulty Level: Medium

46. Which U.S. historical event attracted more than 25,000 Chinese immigrants to the United States?

a. Gold Rush

b. Civil War

c. Revolutionary War

d. Slavery

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Immigration

Difficulty Level: Easy

47. When were Native Americans granted citizenship?

a. 1803

b. 1905

c. 1924

d. 1965

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Sovereign Peoples

Difficulty Level: Hard

48. How many treaties did the United States ratify with various Native American tribes?

a. 90

b. 290

c. 390

d. 590

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Sovereign Peoples

Difficulty Level: Hard

49. Prior to gaining citizenship, Native Americans ______.

a. did not pay taxes

b. were not able to vote

c. negotiated treaties with the U.S. government

d. all of these are correct

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Sovereign Peoples

Difficulty Level: Easy

50. Which of the following is true regarding Native American citizenship?

a. Native Americans did not become citizens until 1935.

b. Prior to 1924 Native Americans were considered sovereign nationals.

c. Native Americans rejected American citizenship.

d. Native Americans lived outside the borders of the United States.

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Comprehension

Answer Location: Sovereign Peoples

Difficulty Level: Medium

51. The 1790 Naturalization Act excluded ______.

a. Asians from citizenship

b. enslaved Africans from citizenship

c. women from citizenship

d. all of these

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Comprehension

Answer Location: Citizenship

Difficulty Level: Easy

52. The 1790 Naturalization Act ______.

a. granted citizenship to “free white aliens” with two years’ residence

b. denied citizenship to women

c. granted citizenship to slaves

d. both “granted citizenship to ‘free white aliens’ with two years’ residence” and “denied citizenship to women”

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Citizenship

Difficulty Level: Medium

53. This reflects the legal process countries use to regulate national identity, membership, and rights.

a. naturalization

b. citizenship

c. stratification

d. supplication

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Comprehension

Answer Location: Citizenship

Difficulty Level: Medium

54. The Great Compromise of 1787 determined that slaves counted as _____ of a person toward political representation.

a. 1/2

b. 1/4

c. 3/5

d. 3/4

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Slavery

Difficulty Level: Hard

55. Which contemporary body of government was created by the Great Compromise of 1787?

a. the House of Representatives

b. the Senate

c. the Judiciary

d. both the House of Representatives and the Senate

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Slavery

Difficulty Level: Medium

True/False

1. Political identities have historically been a means by which non-dominant groups can resist and transform politics.

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Comprehension

Answer Location: Contemporary Political Identities

Difficulty Level: Medium

2. The 2016 electorate increased by about 10% compared to the previous presidential election.

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Knowledge

Answer Location: Understanding the Electorate

Difficulty Level: Medium

3. Many of today’s insider political groups were considered outsider political groups in the past.

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Knowledge

Answer Location: The Pluralist Approach

Difficulty Level: Medium

4. The original intent of political government in the United States was to diminish the conflict between the “haves and have-nots.”

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: Applying the Matrix of Race to U.S. Political History

Difficulty Level: Medium

5. Black men and women gained the right to vote following the Civil War.

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: De Jure Political Practices

Difficulty Level: Medium

6. Women did not gain the right to vote until 1920.

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: De Jure Political Practices

Difficulty Level: Medium

7. In 1965 Filipino and Latino groups banded together in a strike against grape growers.

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: The Rise of Coalitional Politics and Social Movements

Difficulty Level: Medium

8. Cesar Chavez was the leader of the National Farm Workers Association.

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Knowledge

Answer Location: The Rise of Coalitional Politics and Social Movements

Difficulty Level: Medium

9. Agency is the ability to effect change, to act independently, and to exercise free choices.

Learning Objective: 8.4: Formulate Alternatives to the matrix of race and politics.

Cognitive Domain: Knowledge

Answer Location: The Power of Political Activism

Difficulty Level: Medium

10. Boycotts are involuntary acts of protest where individuals or groups refuse to purchase, invest, or interact with corporations, nations, or persons in an effort to punish or coerce.

Learning Objective: 8.4: Formulate Alternatives to the matrix of race and politics.

Cognitive Domain: Knowledge

Answer Location: The Power of Political Activism

Difficulty Level: Medium

Essay

1. Discuss the intersectional relationship between voting behaviors and education levels.

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Analysis

Answer Location: Analyzing the 2016 Presidential Election

Difficulty Level: Medium

2. Within the power elite model, power is concentrated among a discrete group of elites who control resources. Discuss a contemporary example of how this has affected society.

Learning Objective: 8.2: Evaluate stock sociological theories regarding power, politic, and identity.

Cognitive Domain: Analysis

Answer Location: The Power Elite Model

Difficulty Level: Medium

3. Explain the significance of the Great Compromise of 1787.

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Analysis

Answer Location: Slavery

Difficulty Level: Medium

4. Discuss how disenfranchisement laws perpetuate racial inequalities.

Learning Objective: 8.1: Explain contemporary political identities.

Cognitive Domain: Analysis

Answer Location: Voter Disenfranchisement

Difficulty Level: Medium

5. Discuss the intersection of race and gender in U.S. political history.

Learning Objective: 8.3: Apply the matrix approach to U.S. political history.

Cognitive Domain: Analysis

Answer Location: De Jure Political Parties

Difficulty Level: Medium