Chapter 10: The Military, War, and Terrorism

Test Bank

Multiple Choice

1. The U.S. military consists of ______ branches of armed forces.

a. 3

b. 5

c. 7

d. 4

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Knowledge

Answer Location: Class, Gender, and Race in the U.S. Military

Difficulty Level: Medium

2. What is the largest employer in the world?

a. U.S. government

b. U.S. Department of Defense

c. Wal-Mart

d. Apple

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Knowledge

Answer Location: Class, Gender, and Race in the U.S. Military

Difficulty Level: Medium

3. Which of the following is true of U.S. military recruits?

a. Army recruits on average are older than Air Force recruits.

b. Half of all Marine Corps recruits are between the ages of 17 and 18.

c. Air Force recruits on average are older than army recruits.

d. both “Army recruits on average are older than Air Force recruits” and “Air Force recruits on average are older than army recruits”

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Comprehension

Answer Location: Class, Gender, and Race in the U.S. Military

Difficulty Level: Easy

4. What region of the country provides the largest proportion of military recruits?

a. northeast

b. northwest

c. west coast

d. south

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Knowledge

Answer Location: Socioeconomics and Recruiting

Difficulty Level: Medium

5. Women comprise ______ of the armed forces in the United States.

a. 5%

b. 40%

c. 30%

d. 15%

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Knowledge

Answer Location: Gender and Enlistment

Difficulty Level: Medium

6. A ______ is an officer in the armed forces that holds the rank of second lieutenant or above in the U.S. Army, Air Force, or Marine Corps or an ensign or above in the U.S. Navy.

a. commissioned officer

b. general

c. commander

d. none of these

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Comprehension

Answer Location: Gender and Enlistment

Difficulty Level: Hard

7. This is the sociological analysis of armed forces and war.

a. critical perspective

b. functional theory

c. military sociology

d. political sociology

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Military Sociology Stock Theories

Difficulty Level: Easy

8. This theory assumes that institutions come into being to meet specific and basic societal needs.

a. conflict

b. functional

c. rational choice

d. symbolic interaction

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Functionalism

Difficulty Level: Medium

9. This approach to studying the military argues that war and terrorism serve specific and important tasks, or functions, within society.

a. functionalist

b. symbolic interactionist

c. critical

d. feminist

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Functionalism

Difficulty Level: Medium

10. According to the functionalist perspective, which of the following is a function of war?

a. regulates conflict between states

b. extends social values of the victor

c. extends political values of the victor

d. all of these

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Functionalism

Difficulty Level: Easy

11. Functionalists view terrorism as ______.

a. essential

b. dysfunctional

c. functional

d. both essential and functional

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Functionalism

Difficulty Level: Medium

12. Which of the following is a way in which the military preserves social values?

a. encouraging patriotism

b. encouraging compliance to normative expectations

c. encouraging political dysfunction

d. both “encouraging patriotism” and “encouraging compliance to normative expectations”

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: The Military Preserves Social Values

Difficulty Level: Easy

13. Which of the following statements is true about terrorism from a functionalist perspective?

a. Terrorism is in the eye of the beholder.

b. Terrorism may be functional as a form of resistance.

c. Terrorism is dysfunctional.

d. all of these

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Functionalism

Difficulty Level: Easy

14. This approach to studying the military investigates how we attach meanings to things, events, and other representations in support of war, terrorism, and the military.

a. functionalist

b. symbolic interactionist

c. feminist

d. conflict

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Symbolic Interactionism

Difficulty Level: Medium

15. Which of the following military topics are studied by symbolic interactionists?

a. military life histories

b. the process of recruitment

c. how civilians are transformed into soldiers

d. all of these

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Application

Answer Location: Symbolic Interactionism

Difficulty Level: Medium

16. The symbolism associated with the military’s use of the term “collateral damage” instead of “innocent victims” illustrates this approach to studying the military.

a. functionalist

b. symbolic interactionist

c. feminist

d. conflict

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Symbolic Interactionism

Difficulty Level: Medium

17. This perspective to studying the military posits that military organizations must maintain a legitimate monopoly on the use of force, and the use of this force is uniquely tied to the material instruments of war.

a. functionalist

b. symbolic interactionist

c. feminist

d. materialist

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Application

Answer Location: Monopoly and Materialist Perspectives

Difficulty Level: Medium

18. Which of the following is true about certain positions in the military?

a. Racial and ethnic minorities tend to be clustered in the enlisted ranks.

b. Women tend to be clustered in the support, clerical, and medical fields.

c. Minorities tend to be clustered in the officer ranks.

d. both “racial and ethnic minorities tend to be clustered in the enlisted ranks” and “women tend to be clustered in the support, clerical, and medical fields”

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Assuming Legitimacy

Difficulty Level: Medium

19. This represents an informal alliance consisting of the nation’s military and major industries producing arms or other military materials that seek to influence public policy.

a. Department of Defense

b. military-industrial alliance

c. functionalist approach to the military

d. critical approach to the military

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Concealed Stories

Difficulty Level: Medium

20. This war lasted from 1775 to 1783.

a. Civil War

b. Revolutionary War

c. Seminole War

d. The Battle of New Orleans

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Revolutionary War

Difficulty Level: Hard

21. Which of the following best describes the first patriots to give their lives in the Revolutionary War?

a. all Englishmen

b. a diverse group of an Irishman, two Englishmen, and a man of mixed African race

c. a diverse group of Native American and Irishmen

d. none of these

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Revolutionary War

Difficulty Level: Medium

22. What was the name of the mixed African race man that died at the beginning of the Revolutionary War?

a. Crispus Attucks

b. John Brown

c. Tony Kellog

d. Jeremiah Johns

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Revolutionary War

Difficulty Level: Medium

23. During the Revolutionary War, who was the first to tap the support of black slaves?

a. the patriots

b. the British

c. the allies

d. the confederates

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Black Soldiers

Difficulty Level: Medium

24. During the Revolutionary War, blacks who fought for the Continental Army ______.

a. received the same pay as white soldiers

b. were paid less than white soldiers

c. faced the same dangers as white soldiers

d. both “received the same pay as white soldiers” and “faced the same dangers as white soldiers”

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Black Soldiers

Difficulty Level: Medium

25. During the Revolutionary War, women ______.

a. boycotted British goods

b. committed acts of sabotage against the British

c. worked as spies

d. all of these

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: The Role of Women

Difficulty Level: Easy

26. This woman was a highly accomplished spy for the Continental Army during the Revolutionary War.

a. Ann Simpson

b. Margaret Thatcher

c. Susan B. Anthony

d. bell hooks

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: The Role of Women

Difficulty Level: Hard

27. How many major wars have American military forces fought against Native Americans?

a. 10

b. 23

c. 29

d. 76

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Wars and Native Americans

Difficulty Level: Hard

28. Which U.S. president reactivated the Committee on Equal Opportunity in the Armed Forces in 1962?

a. President Kennedy

b. President Ford

c. President Johnson

d. President Nixon

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Vietnam War

Difficulty Level: Hard

29. Which of the following is a form of terrorism?

a. individual

b. group

c. state

d. all of these

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Wars on Terrorism

Difficulty Level: Easy

30. This terrorist action prompted the first use of the phrase “war on terrorism” in 1984.

a. the Beirut barracks bombing

b. Iran-Contra Affair

c. Cuban Missile Crisis

d. none of these

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Wars on Terrorism

Difficulty Level: Medium

31. Which U.S. president first used the phrase “war against terrorism”?

a. President Reagan

b. President George H. Bush

c. President Clinton

d. President Obama

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Wars on Terrorism

Difficulty Level: Hard

32. This is the intense fear and paranoia regarding Muslims and those perceived to be Muslim.

a. hate crime

b. islamophobia

c. xenophobia

d. ethnocentrism

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Wars on Terrorism

Difficulty Level: Medium

33. Since 2002 there has been an average of ______ annual hate crimes committed against Muslims in the United States.

a. 500–550

b. 100–150

c. 50–100

d. 250–300

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Wars on Terrorism

Difficulty Level: Hard

34. How do the authors suggest that war can be averted?

a. by increasing world security

b. by working toward sustainable jobs

c. by working toward sustainable economies

d. all of these

Learning Objective: 10.4: Evaluate the possibilities for a more inclusive future.

Cognitive Domain: Comprehension

Answer Location: A More Inclusive Future

Difficulty Level: Easy

35. Providing international funding for start-up businesses run by women in poverty stricken countries illustrates ______.

a. increasing world security

b. working toward sustainable jobs

c. working toward sustainable economies

d. both “working toward sustainable jobs” and “working toward sustainable economies”

Learning Objective: 10.4: Evaluate the possibilities for a more inclusive future.

Cognitive Domain: Application

Answer Location: World Security through Sustainable Economies

Difficulty Level: Medium

36. This is a way to prevent tyranny.

a. supporting equal access to education

b. alleviating poverty

c. promoting civil liberties and freedom

d. all of these

Learning Objective: 10.4: Evaluate the possibilities for a more inclusive future.

Cognitive Domain: Comprehension

Answer Location: A More Inclusive Future

Difficulty Level: Medium

37. Which branch of the military used Navajo Code Talkers during World War II?

a. Army

b. Navy

c. Marines

d. Coast Guard

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Correcting the Record

Difficulty Level: Medium

38. Which Native American tribe served as “Code Talkers” during World War II?

a. Navajo

b. Seminole

c. Cherokee

d. Chippewa

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Correcting the Record

Difficulty Level: Medium

39. This is the highest military honor that one can receive for combat heroism.

a. Purple Heart

b. Congressional Medal of Honor

c. Distinguished Flying Cross

d. Defense Distinguished Service Medal

Learning Objective: 10-3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Correcting the Record

Difficulty Level: Medium

40. In 1942 this program allowed 50,000 Mexican agricultural works and 765 railroad workers to enter the United States as guest workers.

a. Bracero Program

b. Hildago Program

c. Veracruz Program

d. Immigration Act

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Labor Shortages and the Bracero Program

Difficulty Level: Medium

41. ______ were a series of wildcat strikes during the first half of 1943 that were triggered when people demanded access to segregated facilities, such as the use of separate bathrooms.

a. Hate strikes

b. Riot strikes

c. Hate crimes

d. None of these

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Difficulty Level: Medium

42. Which U.S. president passed Executive Order 8802 in 1941 that prohibited racial discrimination in the defense industries and civil service jobs?

a. President Nixon

b. President Truman

c. President Roosevelt

d. President McKinley

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Difficulty Level: Hard

43. World War II involved, among other things, a scramble for resources in ______.

a. Europe

b. Africa

c. Asia and the Middle East

d. all of these

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: WWII

Difficulty Level: Easy

44. How many women have received the Medal of Honor?

a. 5

b. 7

c. 1

d. 3

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Correcting the Record

Difficulty Level: Easy

45. During the Civil War it is estimated that ______ women, dressed as men, fought on both sides.

a. 1,000

b. 1,500

c. 250

d. 500

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Race and Gender in the Civil War

Difficulty Level: Medium

46. The Seminole Wars resulted in ______.

a. the removal of 4,000 Seminoles to Oklahoma

b. the removal of 4,000 Seminoles to Kansas

c. the establishment of the reservation system

d. Native American citizenship

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Seminole Wars

Difficulty Level: Medium

47. Which of the following groups were considered “new immigrants” on the eve of the Civil War?

a. Irish

b. Polish

c. German

d. all of these

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: The Union, the Confederacy, and Ethnicity

Difficulty Level: Easy

48. Immigrants comprised ______ of the union armed forces.

a. 13%

b. 33%

c. 43%

d. 73%

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: The Union, the Confederacy, and Ethnicity

Difficulty Level: Medium

49. Which of the following groups were considered “old immigrants” on the eve of the Civil War?

a. English

b. Scottish

c. Irish

d. both English and Scottish

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: The Union, the Confederacy, and Ethnicity

Difficulty Level: Medium

50. This treaty, signed in 1848, ended the Mexican-American War.

a. Treaty of Guadalupe Hidalgo

b. Treaty of San Juan

c. Treaty of Versaii

d. Treaty of Carlos Sanchez

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Mexican-American War

Difficulty Level: Hard

51. During the Mexican-American War the United States desired to annex this territory.

a. Texas

b. California

c. Louisiana

d. both Texas and California

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Mexican-American War

Difficulty Level: Medium

52. The United States was engaged in this war from 1846 to 1848.

a. Revolutionary War

b. Seminole War

c. Civil War

d. Mexican-American War

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Mexican-American War

Difficulty Level: Hard

53. The Seminole Wars took place in this U.S. state.

a. Virginia

b. Carolina

c. Florida

d. New York

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Seminole Wars

Difficulty Level: Medium

54. In 1830 this act banished all Native Americans beyond the Mississippi.

a. Indian Removal Act

b. Relocation Act

c. Immigration Act

d. Refugee Act

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism

Cognitive Domain: Knowledge

Answer Location: War of 1812

Difficulty Level: Easy

55. Native American land was the main source of tension for this war that gave rise to the conflict between the United States and Great Britain over British violations of U.S. maritime and trading rights with Europe.

a. Revolutionary War

b. War of 1812

c. Civil War

d. Seminole War

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: War of 1812

Difficulty Level: Medium

True/False

1. More blacks served in the Vietnam War than in any war before or since.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Vietnam War

Difficulty Level: Medium

2. Draftees made up 25% of the military during the Vietnam War

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Vietnam War

Difficulty Level: Medium

3. The United States spends more on its military than any other country.

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Knowledge

Answer Location: Class, Gender, and Race in the U.S. Military

Difficulty Level: Medium

4. The number of elected officials who are veterans was at an all-time high in 2016.

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Knowledge

Answer Location: Socioeconomics and Recruiting

Difficulty Level: Medium

5. Black men and women worked as British spies during the Revolutionary War.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Black Soldiers

Difficulty Level: Medium

6. During the Revolutionary War, Native Americans mostly sided with the British.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Native Americans and the Revolutionary War

Difficulty Level: Medium

7. The First, Second, and Third Seminole Wars were never officially declared “wars” by the U.S. government.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Seminole Wars

Difficulty Level: Medium

8. Racial discrimination was so extreme that not a single African American received a Medal of Honor either during World War II or immediately after.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: World War II

Difficulty Level: medium

9. Old immigrants included people from England, Scotland, and Wales.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: The Union, the Confederacy, and Ethnicity

Difficulty Level: Medium

10. Nisei are second-generation Chinese in the United States.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Knowledge

Answer Location: Asian Americans in the Enlisted Ranks

Difficulty Level: Medium

Essay

1. According to functionalists, war can provide a sense of social solidarity. Discuss how this is possible.

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Analysis

Answer Location: Functionalism

Difficulty Level: Medium

2. Discuss the practice of slavery among the Seminoles during the Revolutionary War period.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Analysis

Answer Location: Native Americans and the Revolutionary War

Difficulty Level: Medium

3. Three Mexican territories were ceded to the United States in the Treaty of Guadalupe Hidalgo. Discuss what happened to the Mexican citizens who lived in those territories after the end of the Mexican-American war.

Learning Objective: 10.3: Apply the matrix approach to U.S. military history, war, and terrorism.

Cognitive Domain: Analysis

Answer Location: Mexican-American War

Difficulty Level: Medium

4. Discuss the correlation between socioeconomic status and military recruiting.

Learning Objective: 10.1: Examine the contemporary reality of race, class, and gender in the U.S. military.

Cognitive Domain: Analysis

Answer Location: Socioeconomics and Recruiting

Difficulty Level: Medium

5. Discuss the symbolic interactionists approach to the military.

Learning Objective: 10.2: Explore the stock sociological theories regarding the U.S. military, war, and terrorism.

Cognitive Domain: Analysis

Answer Location: Symbolic Interactionism

Difficulty Level: Medium