Exam Questions Civil Liberties And Civil Rights Chapter 3

Chapter 3: Civil Liberties and Civil Rights

Test Bank

Multiple Choice

1. The difference between civil rights and civil liberties is ______.

a. inconsequential, because the terms are used interchangeably in the United States

b. that civil rights involve speech, press, and religious freedom, whereas civil liberties involve voting

c. that civil rights limit the power of government, whereas civil liberties expand the power of government

d. that civil rights involve government action to secure rights of citizenship, whereas civil liberties involve individual freedoms that limit the power of government

Answer Location: 3.1: Introduction to Civil Rights and Civil Liberties

Cognitive Domain: Knowledge

Learning Objective: 3.1: Understand the meaning of rights or freedoms in a democracy and why we can’t always have all the rights we want

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

2. Which is a way that the rights of American citizens are limited?

a. when the government decides to rescind a right in the Bill of Rights

b. when the scope of the government clashes with the rights listed in the Bill of Rights

c. when the rights of Americans conflict with some collective good or society values

d. when civil rights come into conflict with civil liberties

Answer Location: 3.2: Rights Equal Power

Cognitive Domain: Comprehension

Learning Objective: 3.1: Understand the meaning of rights or freedoms in a democracy and why we can’t always have all the rights we want

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

3. An action that criminalizes an act after it occurs is known as ______.

a. an ex post facto law

b. prior restraint

c. a bill of attainder

d. habeas corpus

Answer Location: 3.5: Civil Liberties—Understanding Due Process Rights

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

4. The right of an accused to be brought before a judge and informed of the charges and evidence against him or her is known as ______.

a. habeas corpus

b. an ex post facto law

c. a bill of attainder

d. Miranda rights

Answer Location: 3.5: Civil Liberties—Understanding Due Process Rights

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

5. The process by which the Supreme Court makes the protections of the Bill of Rights applicable to the states is ______.

a. prior restraint

b. integration

c. incorporation

d. naturalization

Answer Location: 3.3: The Bill of Rights

Cognitive Domain: Knowledge

Learning Objective: 3.2: Understand the value (and cost) of having a Bill of Rights

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

6. How was the Supreme Court able to justify its actions in making states apply the protections of the Bill of Rights?

a. through the Bill of Rights itself

b. after Congress gave the Supreme Court permission to do so

c. through the powers in the Fourteenth Amendment of the Constitution

d. with the decision in Marbury v. Madison

Answer Location: 3.3: The Bill of Rights

Cognitive Domain: Comprehension

Learning Objective: 3.2: Understand the value (and cost) of having a Bill of Rights

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

7. Which was a reason the founding fathers valued freedom of religion?

a. They did not want certain religions to be established in America.

b. They had fled England to avoid an established church.

c. They thought religion was not important and anyone should be able to practice their religion.

d. They valued freedom and freedom to practice religion was included in that.

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

8. The establishment clause guarantees ______.

a. that government will not create and support an official state church

b. that all citizens may freely engage in religious activities of their choice

c. that American government is based on Judeo-Christian values

d. that all churches shall have tax-exempt status

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

9. Separationists differ from accommodationists in that ______.

a. separationists wish to separate issues of school prayer from issues involving the establishment clause

b. accommodationists wish to separate issues of school prayer from issues involving the establishment clause

c. separationists favor a stricter separation of church and state

d. accommodationists favor a stricter separation of church and state

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Application

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

10. The Lemon test established ______.

a. that schools may institute school-sanctioned prayer, but only on one day each week

b. that states may prohibit religious activities that present a clear and present danger

c. that citizens may freely engage in the religious activities of their choice

d. criteria for judges to determine how much excessive entanglement a law has with religion

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

11. Which type of speech has the Supreme Court upheld as protected by the First Amendment?

a. burning the American flag

b. sedition

c. fighting words

d. slander

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

12. The national government decides to prosecute a speaker who states at a political rally, “The U.S. government’s policy toward the Middle East is responsible for the violence in the region, and our leaders should be forced to change their policy.” Although the government would most likely be unsuccessful, for what would the government prosecute the speaker?

a. slander

b. fighting words

c. sedition

d. libel

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Application

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

13. The ______ test seems to provide the most protection for free speech.

a. Lemon

b. imminent lawless action

c. clear and present danger

d. Miller

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

14. Speech that maliciously damages a reputation through the written word is ______.

a. libel

b. slander

c. sedition

d. obscene

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

15. The founders’ opposition to prior restraint showed their commitment to ______.

a. the right to due process of law

b. freedom of the press

c. freedom of assembly

d. the right to bear arms

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Application

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

16. The Supreme Court has ruled that prior restraint ______.

a. may be used by presidents in situations they declare to involve national security

b. may be used in cases in which words are malicious

c. may be upheld only in cases of national emergency

d. may be upheld when Congress has granted the president legal authority to censor

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

17. The principle that Internet providers may not speed up or slow down access for customers or make decisions about the content they see or the applications they download is known as ______.

a. sedition

b. prior restraint

c. Internet equality

d. net neutrality

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

18. What is the primary purpose of the Miller test?

a. to determine the level of entanglement of the law with religion

b. to establish the standards by which speech may be declared obscene

c. to test the religious literacy of potential candidates for office

d. to determine how much a law would encroach on rights within the Bill of Rights

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

19. The exclusionary rule allows that ______.

a. a person may not be tried for the same crime more than once

b. anything a person says during an interrogation may not be used against them in court

c. a person must be read their constitutional rights when being arrested and detained

d. evidence obtained illegally cannot be used against someone in a court of law

Answer Location: 3.5: Civil Liberties—Understanding Due Process Rights

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

20. Miranda v. Arizona established the concept of Miranda rights, which require that ______.

a. confessions will be judged by the “totality of circumstances” rule

b. all confessions must be made in the presence of a lawyer

c. police can no longer use confessions as a basis for arresting a person

d. police have to advise people of their constitutional rights prior to questioning

Answer Location: 3.5: Civil Liberties—Understanding Due Process Rights

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

21. Which is a due process right that Americans have?

a. the right to be tried more than once for the same crime

b. the right to defend yourself if you cannot afford an attorney

c. the right to a fair and speedy trial

d. the right to a trial by jury in all cases, civil and criminal

Answer Location: 3.5: Civil Liberties—Understanding Due Process Rights

Cognitive Domain: Knowledge

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

22. Which of the following statements best describes the constitutional right to privacy?

a. The right to privacy applies only to cases regarding reproductive rights.

b. The right to privacy is not explicitly in the Constitution, but it is an implied right.

c. The right to privacy applies only to those who are in the public eye, like celebrities and politicians.

d. The right to privacy is specifically granted in the Fourth Amendment.

Answer Location: 3.6: Civil Liberties—Understanding the Right to Privacy

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

23. The Supreme Court’s ruling in Griswold v. Connecticut is significant because it ______.

a. protected a poor person’s right to counsel

b. opened the door for a variety of claims regarding the right to privacy

c. incorporated the exclusionary rule

d. created a new standard regarding the regulation of political speech

Answer Location: 3.6: Civil Liberties—Understanding the Right to Privacy

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

24. Rights are fundamentally about ______.

a. God

b. power

c. the government

d. feelings

Answer Location: 3.2: Rights Equal Power

Cognitive Domain: Knowledge

Learning Objective: 3.1: Understand the meaning of rights or freedoms in a democracy and why we can’t always have all the rights we want

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

25. ______ are citizenship rights guaranteed to the people.

a. Civil rights

b. Civil liberties

c. Special privileges

d. Naturalized rights

Answer Location: 3.1: Introduction of Civil Rights and Civil Liberties

Cognitive Domain: Knowledge

Learning Objective: 3.1: Understand the meaning of rights or freedoms in a democracy and why we can’t always have all the rights we want

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

26. The concepts of strict scrutiny and suspect classification are used by the Supreme Court to answer which 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?

Answer Location: 3.7: Civil Rights—Battling Political Inequality

Cognitive Domain: Comprehension

Learning Objective: 3.4: Understand when groups have the right to be treated equally by the law and when they do not

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

27. Which combination of legal classification and scrutiny standards is correct?

a. race as quasi-suspect

b. gender as non-suspect

c. age as suspect

d. income as non-suspect

Answer Location: 3.7: Civil Rights—Battling Political Inequality

Cognitive Domain: Application

Learning Objective: 3.4: Understand when groups have the right to be treated equally by the law and when they do not

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

28. Which is a drawback of becoming a suspect class?

a. The standard of review is very low.

b. It can strike down laws that might discriminate in favor of the class.

c. Laws against such classes are usually upheld.

d. It requires a high burden of proof to become a suspect class.

Answer Location: 3.7: Civil Rights—Battling Political Inequality

Cognitive Domain: Knowledge

Learning Objective: 3.4: Understand when groups have the right to be treated equally by the law and when they do not

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

29. Freed blacks were prohibited from voting under ______.

a. Jim Crow laws.

b. the Fourteenth Amendment.

c. black codes.

d. the Fifteenth Amendment

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Knowledge

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

30. What is the argument for Plessy v. Ferguson (1896) upholding segregation for more than half a century?

a. It upheld the legality of black codes.

b. It classified African Americans as an inferior race.

c. It permitted separation of races if facilities were equal.

d. It allowed for the continuation of slavery after the Civil War.

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Comprehension

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

31. The 1964 movement to register eligible black voters is known as ______.

a. a boycott

b. Freedom Summer

c. desegregation of the polls

d. Jim Crow elimination

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Knowledge

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

32. In Brown v. Board of Education, the Supreme Court ruled unanimously that ______.

a. school districts should have 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

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Knowledge

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

33. ______ discrimination is discrimination that is the result not of law, but rather of tradition and habit.

a. De facto

b. De solis

c. Ad hoc

d. De jure

Answer Location: 3.7: Civil Rights—Battling Political Inequality

Cognitive Domain: Knowledge

Learning Objective: 3.4: Understand when groups have the right to be treated equally by the law and when they do not

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

34. 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

Answer Location: 3.7: Civil Rights—Battling Political Inequality

Cognitive Domain: Knowledge

Learning Objective: 3.4: Understand when groups have the right to be treated equally by the law and when they do not

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

35. 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. protests in major cities that gained them publicity and support

d. gaining the right to vote in states where they had support and expanding their support over time

Answer Location: 3.9: Civil Rights—The Case of Gender

Cognitive Domain: Knowledge

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

36. What was the purpose of the Lilly Ledbetter Act?

a. to require that women be paid the same wages as a man for the same job

b. to eliminate ways for women to report workplace discrimination

c. to allow companies to discriminate against men when hiring

d. to incentivize corporations that hire more women than men

Answer Location: 3.9: Civil Rights—The Case of Gender

Cognitive Domain: Knowledge

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

37. Thoughts that confirm existing stereotypes that are largely due to social conditioning are known as ______.

a. stereotypes

b. gender bias

c. racism

d. implicit bias

Answer Location: 3.10: The Persistence of Inequality in America

Cognitive Domain: Knowledge

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

38. The doctrine of “separate but equal” was overruled in which case?

a. Plessy v. Ferguson

b. Brown v. Board of Education

c. Dred Scott v. Sanford

d. Sweatt v. Painter

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Comprehension

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

39. What is the primary purpose of the Nineteenth Amendment?

a. to extend the right to vote to African Americans

b. to establish a literacy test for all Americans to be eligible to vote

c. to grant women the right to vote

d. to allow for women to own property

Answer Location: 3.9: Civil Rights—The Case of Gender

Cognitive Domain: Comprehension

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

40. According to Thomas Jefferson, rights are granted to the people by ______.

a. the people

b. the government

c. the president

d. God

Answer Location: 3.2: Rights Equal Power

Cognitive Domain: Knowledge

Learning Objective: 3.1: Understand the meaning of rights or freedoms in a democracy and why we can’t always have all the rights we want

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

True/False

1. An action that criminalizes an act after it occurs is an ex post facto law.

Answer Location: 3.5: Civil Liberties—Understanding Due Process Rights

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

2. The right of an accused to be brought before a judge and informed of the charges and evidence against him or her is known as habeas corpus.

Answer Location: 3.5: Civil Liberties—Understanding Due Process Rights

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

3. Incorporation is the Supreme Court action that makes the protections of the Bill of Rights applicable to the states.

Answer Location: 3.3: The Bill of Rights

Cognitive Domain: Comprehension

Learning Objective: 3.2: Understand the value (and cost) of having a Bill of Rights

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

4. The test that seems to provide the most protection for free speech is the imminent lawless action test.

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

5. Civil rights are citizenship rights guaranteed to the people.

Answer Location: 3.1: Introduction to Civil Rights and Civil Liberties

Cognitive Domain: Comprehension

Learning Objective: 3.1: Understand the meaning of rights or freedoms in a democracy and why we can’t always have all the rights we want

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

6. Suspect classification is a heightened standard of review to assess the constitutionality of laws that limit some freedoms.

Answer Location: 3.7: Civil Rights—Battling Political Inequality

Cognitive Domain: Comprehension

Learning Objective: 3.4: Understand when groups have the right to be treated equally by the law and when they do not

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

7. Brown v. Board of Education of Topeka, Kansas established the concept of “separate but equal.”

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Comprehension

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

8. In Sweatt v. Painter the Supreme Court ruled unanimously that segregated schools were inherently unequal because the very fact of segregation made blacks feel unequal.

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Comprehension

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

9. The civil rights movement of the 1950s–1960s was most successful in eliminating de facto discrimination but was far less successful in eliminating de jure discrimination.

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Comprehension

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

10. The right to privacy is not explicitly listed in the U.S. Constitution.

Answer Location: 3.6: Civil Liberties—Understanding the Right to Privacy

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

Short Answer

1. Identify and describe the two main positions concerning the separation of church and state

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

2. Briefly describe the difference between civil liberties and civil rights.

Answer Location: 3.1: Introduction to Civil Rights and Civil Liberties

Cognitive Domain: Comprehension

Learning Objective: 3.1: Understand the meaning of rights or freedoms in a democracy and why we can’t always have all the rights we want

Difficulty Level: Easy

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

3. What was the main outcome of Plessy v. Ferguson?

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Knowledge

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Medium

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

4. What three factors contributed to the ratification of the Nineteenth Amendment?

Answer Location: 3.9: Civil Rights—The Case of Gender

Cognitive Domain: Comprehension

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

5. List and briefly describe the four types of speech the Supreme Court has at various times limited.

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Comprehension

Learning Objective: 3.3: Understand the civil liberties that restrict government action

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

Essay

1. On the face of it, freedom of religion seems to be a relatively easy concept to understand. In reality, it is fairly complex. Describe the establishment clause and the free exercise clause. Why has each been so controversial? What has the Supreme Court ultimately ruled regarding these two clauses?

Answer Location: 3.4: Civil Liberties—Understanding the First Amendment

Cognitive Domain: Application

Learning Objective: 3.1: Understand the meaning of rights or freedoms in a democracy and why we can’t always have all the rights we want

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

2. Explain the various standards used by the courts when laws treat people differently. What are the three legal classifications, and which groups fall under 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? What is the usual outcome for a law when going through each process of review?

Answer Location: Table It! 3.4: Legal Classifications and Scrutiny Standards

Cognitive Domain: Application

Learning Objective: 3.4: Understand when groups have the right to be treated equally by the law and when they do not

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

3. 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?

Answer Location: 3.8: Civil Rights—The Case of Race

Cognitive Domain: Application

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Hard

SAGE Course Outcome: 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.

Answer Location: 3.7: Civil Rights—Battling Political Inequality

Cognitive Domain: Application

Learning Objective: 3.4: Understand when groups have the right to be treated equally by the law and when they do not

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

5. List at least three reasons why the ERA failed.

Answer Location: 3.9: Civil Rights—The Case of Gender

Cognitive Domain: Application

Learning Objective: 3.5: Understand how different groups have battled for rights to equal treatment

Difficulty Level: Hard

SAGE Course Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.