Minority Relations In America Test Bank Answers Ch.3 Healey - Complete Test Bank Diversity and Society 6e with Answers by Joseph F. Healey. DOCX document preview.
Chapter 3: The Development of Dominant–Minority Relations in Preindustrial America: The Origins of Slavery
Test Bank
Multiple Choice
1. Which of the following is considered a colonized minority group?
A. African Americans
B. Italian Americans
C. Cuban Americans
D. Japanese Americans
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: Colonized Minority Groups
Difficulty Level: Easy
2. “Enslaved Africans’ labor is exploited for the benefit of landowning whites.” This observation would most likely be made by which social theorist?
A. Weber
B. Noel
C. Lenski
D. Blauner
E. Marx
Learning Objective: 3-5: Students will understand the significance of the system of slavery in shaping dominant-minority relations in the U.S.
Cognitive Domain: Application
Answer Location: The Origins of Slavery in America
Difficulty Level: Hard
3. A key feature of ______ is a low rate of overt conflict.
A. an estate system
B. paternalism
C. a rigid competitive system
D. a fluid competitive system
E. equality
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: Paternalistic Relations
Difficulty Level: Easy
4. Slavery was a caste system, or a(n) ______ stratification system.
A. open
B. closed
C. flexible
D. fluid
E. stable
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: A Closed System
Difficulty Level: Easy
5. How does Noel’s third variable explain why Africans were enslaved instead of other groups?
A. Africans were well-organized social units with a vast knowledge of the countryside.
B. Africans were already indentured servants and well trained.
C. Africans did not negotiate better treatment.
D. Africans had no nearby relatives, no geographical knowledge of the area, and no secure escape refuge.
E. Africans had nearby relatives and had geographical knowledge of the area.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: The Creation of Slavery in the United States
Difficulty Level: Easy
6. Which of the following statements about a caste system is true?
A. Systematic inequalities are not apparent in the caste system.
B. Slavery is not part of the caste system, or closed stratification system.
C. The caste system is an open stratification system.
D. There is mobility between social positions, and their ascribed status is not permanent.
E. There is no mobility between social positions, and their ascribed status is permanent.
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: A Closed System
Difficulty Level: Easy
7. According to the text, the single most important factor in the development of dominant–minority relations is ______.
A. the size of the dominant group
B. the degree of industrialization in the larger society
C. whether the dominant group is assimilationist or pluralistic
D. the nature of the contact situation
E. the degree of mutual ethnocentrism
Learning Objective: 3-2: Students will understand that the contact situation is the single most important factor in the development of dominant–minority relations.
Cognitive Domain: Knowledge
Answer Location: A Closed System
Difficulty Level: Easy
8. According to the Noel hypothesis, what will be the result of contact between groups that features ethnocentrism, competition between groups, and a differential in power?
A. assimilation
B. some system of inequality between the groups
C. some conflict followed by cultural pluralism
D. integration without acculturation
E. warfare
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Comprehension
Answer Location: The Noel Hypothesis
Difficulty Level: Medium
9. The plantation elite designed and enacted an elaborate system of laws and customs that gave masters total legal power over slaves. In these laws, slaves were defined as ______.
A. laborers
B. children
C. chattel
D. servants
E. indentured
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: Chattel Slavery
Difficulty Level: Easy
10. Robert Blauner’s theory of dominant–minority relations emphasizes the importance of ______.
A. the initial contact situation
B. prejudice and racist ideology
C. minority group assimilation strategies
D. institutional racism
E. ethnocentrism
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: The Blauner Hypothesis
Difficulty Level: Easy
11. In colonial America, Native Americans were not enslaved. According to Noel’s hypothesis, this was because ______.
A. the differential in power often favored Native Americans
B. there was no competition between colonists and Native Americans
C. the colonists had more power than Native Americans
D. the colonists felt greater ethnocentrism toward Africans than Native Americans
E. the colonists preferred White indentured servants, who were more available and reliable
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Comprehension
Answer Location: The Creation of Slavery in the United States
Difficulty Level: Medium
12. Most scholars agree that anti-Black prejudice ______.
A. was an important cause of American slavery
B. was a result of American slavery
C. existed in England before the start of the slave trade
D. declined as slavery began to take shape in colonial times
E. was based on the mutual ethnocentrism between colonists and Africans
Learning Objective: 3-4: Students will understand the ways in which prejudice and racism serve to rationalize, “explain,” and stabilize systems of racial and ethnic inequality.
Cognitive Domain: Comprehension
Answer Location: Prejudice and Racism
Difficulty Level: Medium
13. The movement to end slavery in the United States was called ______.
A. reformism
B. Quakerism
C. humanitarianism
D. abolitionism
E. revolution
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: Powerlessness and Resistance
Difficulty Level: Easy
14. Which of the following describes the labor performed by women during slavery?
A. Enslaved women most often worked in isolated conditions.
B. Enslaved women were primarily assigned less hours than men.
C. Enslaved women performed work similar to that of White women.
D. Enslaved women performed work aligned with expectations of femininity.
E. Enslaved women were assigned group-oriented tasks.
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Comprehension
Answer Location: Gender and Daily Life
Difficulty Level: Medium
15. During slavery, which group experienced triple jeopardy?
A. African American men
B. Native American men
C. European American women
D. African American women
E. Native American women
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Knowledge
Answer Location: Gender Relations
Difficulty Level: Easy
16. The population of Native Americans in the continental United States decreased dramatically by 1890 because ______.
A. warfare and battles led to casualties
B. of interracial marriage
C. of coercive assimilation
*d. Native Americans died from a variety of infectious diseases
E. Native Americans migrated westward
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Knowledge
Answer Location: Native Americans
Difficulty Level: Easy
17. Slavery developed in the United States as a response to ______.
A. prejudice from European colonists
B. the desire to remove Native Americans from their land
C. a labor supply problem
D. massive immigration of Africans to the Americas
E. economic inequality
Learning Objective: 3-5: Students will understand the significance of the system of slavery in shaping dominant-minority relations in the U.S.
Cognitive Domain: Knowledge
Answer Location: Prejudice and Racism
Difficulty Level: Easy
18. Much of the southwest became U.S. territory in 1848 as a result of ______.
A. the revolt of Texas against Mexico
B. the Treaty of Guadalupe Hidalgo
C. the American Civil War
D. the California Gold Rush
E. the Dawes Allotment Act
Learning Objective: 3-8: Students will understand that Mexican Americans were the third minority group created during the preindustrial era. Mexican Americans competed with whites for land and labor and were a colonized minority group like African Americans and Native Americans.
Cognitive Domain: Knowledge
Answer Location: Texas
Difficulty Level: Easy
19. One difference in the situations of Mexican Americans and African Americans in the 19th century was that ______.
A. Mexican Americans were much more acculturated
B. African Americans were exploited for their land, Mexican Americans for their labor
C. Mexican Americans were able to retain much more of their culture
D. Mexican Americans were exploited only for their land
E. Mexican Americans were exploited for their wealth
Learning Objective: 3-8: Students will understand that Mexican Americans were the third minority group created during the preindustrial era. Mexican Americans competed with whites for land and labor and were a colonized minority group like African Americans and Native Americans.
Cognitive Domain: Knowledge
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses
Difficulty Level: Easy
20. The results of contact with Anglo culture for Native Americans and Mexican American women were ______.
A. variable; their status relative to men sometimes rose, although always in the context of conquest and colonization
B. negative; they lost much more power and status than the men
C. positive; they gained power and status relative to the men
D. positive only for married women; single women always lost power and status
E. negative; they were often forced to become the heads of the household and perform additional labor
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Knowledge
Answer Location: Gender Relations
Difficulty Level: Easy
21. Which set of terms best characterizes the situations African Americans, Native Americans, and Mexican Americans experienced as a result of their contact with Anglo-American society?
A. colonization and paternalism
B. pluralism and separatism
C. colonization and immigration
D. secondary structural assimilation and caste system
E. integration and Anglo-conformity
Learning Objective: 3-2: Students will understand that the contact situation is the single most important factor in the development of dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: Paternalistic Relations
Difficulty Level: Medium
22. Which of the following is a difference in contact situations between Native American tribes and the Spanish versus the English?
A. The Spanish found large, well-organized social systems and therefore found it useful to adapt to Aztec practices.
B. The Spanish needed to cooperate with at least some Native American tribes to maximize the benefits of the economy they created.
C. The Spanish met with smaller, less developed tribes and had no specific reason to adapt to those social structures.
D. The English originally attempted to enslave the Native population as a solution to the labor supply problem.
E. The English were less likely to use coercive acculturation methods to “civilize” the Natives.
Learning Objective: 3-2: Students will understand that the contact situation is the single most important factor in the development of dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: Comparative Focus: Mexico, Canada, and the United States
Difficulty Level: Medium
23. The label Native American is used to refer to ______.
A. hundreds of different tribes and nations
B. the first immigrants to arrive to the continent
C. a nationality
D. a single racial group identified by distinguishable visual traits
E. a single ethnic group with common cultural traditions
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Knowledge
Answer Location: Native Americans
Difficulty Level: Easy
24. Hawaiians first came into contact with Europeans in 1788. Conquest and colonization did not follow the early contact because ______.
A. the relationship was organized around agriculture
B. the relationship was organized around trade and commerce
C. contact with the indigenous Hawaiian society brought diseases
D. the indigenous Hawaiian plantation owners began to dominate the island economy
E. Hawaiian laws banned entire groups from public institutions or practices
Learning Objective: 3-2: Students will understand that the contact situation is the single most important factor in the development of dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: Comparative Focus: Hawaii
Difficulty Level: Medium
25. ______ are more the results of systems of racial and ethnic inequality than they are the causes.
*A. Prejudice and racism
B. Sexism and homophobia
C. Mistrust and fear
D. Ethnocentrism and cultural relativism
E. Competition and ethnocentrism
Learning Objective: 3-4: Students will understand the ways in which prejudice and racism serve to rationalize, “explain,” and stabilize systems of racial and ethnic inequality.
Cognitive Domain: Comprehension
Answer Location: Prejudice and Racism
Difficulty Level: Medium
26. Competition between Whites and ______ centered on control of land.
A. Africans
B. Native Americans
C. Dutch
D. Asians
E. Spanish
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Knowledge
Answer Location: Native Americans
Difficulty Level: Easy
27. Profits in the labor-intensive plantation system could be maximized if a large, disciplined, and ______ workforce was maintained by the landowners.
A. young
B. White
C. able-bodied
D. cheap
E. well-educated
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses
Difficulty Level: Easy
28. At about the same time as the plantation system began to emerge, the supply of White indentured servants from the British Isles began to ______.
A. increase
B. decrease, then increase
C. multiply
D. remain stable
E. dwindle
Learning Objective: 3-5: Students will understand the significance of the system of slavery in shaping dominant-minority relations in the U.S.
Cognitive Domain: Knowledge
Answer Location: The Labor Supply Problem
Difficulty Level: Easy
29. American colonists came to see ______ as the most logical, cost-effective way to solve their labor shortage.
A. imported Africans
B. Asian immigrants
C. European immigrants
D. indigenous Americans
E. indigenous Mexicans
Learning Objective: 3-5: Students will understand the significance of the system of slavery in shaping dominant-minority relations in the U.S.
Cognitive Domain: Knowledge
Answer Location: The Labor Supply Problem
Difficulty Level: Easy
30. ______ minorities often originate as immigrant groups who bring resources and therefore have more opportunities than colonized minority groups in the host society.
A. Wealthy
B. Enclave
C. Ethnic
D. Racial
E. Privileged
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: Immigrant Minority Groups
Difficulty Level: Easy
31. Integration was significantly more possible for ______ immigrant groups than for groups formed under conquest or colonization.
A. African
B. Asian
C. European
D. Australian
E. South American
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: Immigrant Minority Groups
Difficulty Level: Easy
32. Which theory can be used to best explain the differences between how White women and enslaved Black women experienced patriarchy?
A. Gordon’s model of assimilation
B. intersectionality
C. Marxism
D. the Blauner hypothesis
E. the Noel hypothesis
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Application
Answer Location: Gender and Daily Life
Difficulty Level: Hard
33. The maintenance of connections to African traditions during enslavement supports which of the following conclusions about assimilation?
A. Colonized minority groups are not interested in adapting to the dominant culture.
B. Assimilation is a linear process.
C. The primary framework of assimilation in the United States is Americanization.
D. Coercive acculturation can have lasting psychological impacts on oppressed groups.
E. Assimilation and pluralism can occur simultaneously.
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Analysis
Answer Location: Assimilation
Difficulty Level: Medium
34. Slavery was a ______, in which the social class you are born into is permanent.
A. class system
B. caste system
C. stratification system
D. fluid competitive system
E. powerless position
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: A Closed System
Difficulty Level: Easy
35. What is a significant component of slavery related to ideas about enslaved Africans’ humanity?
A. The paternalist system allowed Whites to maintain an appearance of tolerance.
B. Africans were originally indentured servants.
C. Enslaved Africans were defined as chattel.
D. Enslavement prevented Africans from developing political power.
E. Enslaved Africans struggled to directly challenge the institution of slavery.
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Analysis
Answer Location: Chattel Slavery
Difficulty Level: Medium
36. Anti-Black racism began as part of an attempt to control the labor of Black indentured servants, became embedded in early American culture, and developed into integral parts of the socialization process for future generations. This statement supports which theoretical perspective?
A. the Noel hypothesis
B. the importance of the contact situation
C. Blauner’s hypothesis
D. Myrdal’s vicious cycle
E. the segmented assimilation perspective
Learning Objective: 3-4: Students will understand the ways in which prejudice and racism serve to rationalize, “explain,” and stabilize systems of racial and ethnic inequality.
Cognitive Domain: Analysis
Answer Location: Prejudice and Racism
Difficulty Level: Medium
37. Blauner’s hypothesis, which states that the subordination of colonized minority groups is perpetuated over time, supports which of the following conclusions about assimilation?
A. Assimilation is inevitable and possible for all groups.
B. Assimilation is a linear process that takes a long time to conclude.
C. Minority groups must undergo acculturation before structural integration.
D. Assimilation can be segmented for different groups.
E. Assimilation and pluralism can occur simultaneously.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Analysis
Answer Location: Prejudice and Racism
Difficulty Level: Medium
38. The form of competition between groups is often influenced by the ______ of a society.
A. social structure
B. degree of stratification
C. economic inequality
D. subsistence technology
E. affective prejudice
Learning Objective: 3-1: Students will understand that dominant–minority relations are shaped by the characteristics of society as a whole, particularly its subsistence technology.
Cognitive Domain: Comprehension
Answer Location: The Noel Hypothesis
Difficulty Level: Medium
39. What is a key difference in the contact situation between colonists and Mexican Americans versus Native Americans?
A. Colonists desired Mexicans’ land and labor.
B. Native Americans had a greater ability to resist coercive acculturation.
C. Colonists desired to control Native Americans’ land and labor.
D. There was a greater power differential between colonists and Mexicans than for Native Americans.
E. Mexicans are not considered to have a colonized minority status.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Analysis
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses
Difficulty Level: Medium
40. “The dynamics of slavery are informed by the society’s focus on agricultural production.” This observation would most likely be made by which social theorist?
A. Weber
B. Lenski
C. Marx
D. Gordon
E. Hill Collins
Learning Objective: 3-1: Students will understand that dominant–minority relations are shaped by the characteristics of society as a whole, particularly its subsistence technology.
Cognitive Domain: Application
Answer Location: The Origins of Slavery in America
Difficulty Level: Hard
True/False
1. Native American societies were generally matriarchal and followed a strict gender-based division of labor in which most men were the subordinates.
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Knowledge
Answer Location: Native Americans
Difficulty Level: Easy
2. The first Africans to come to the British colonies were probably indentured servants rather than slaves.
Learning Objective: 3-5: Students will understand the significance of the system of slavery in shaping dominant-minority relations in the U.S.
Cognitive Domain: Knowledge
Answer Location: The Origins of Slavery in America
Difficulty Level: Easy
3. According to Robert Blauner, the way in which immigrant and colonized groups come into contact with each other has consequences that persist long after the original contact.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: The Contact Situation
Difficulty Level: Easy
4. Paternalism is characterized as one group having vast power and significantly greater resources, with caste-like barriers between the two groups.
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: Paternalistic Relations
Difficulty Level: Easy
5. Indentured servants were members of a caste system and had no opportunities for mobility.
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: A Closed System
Difficulty Level: Easy
6. Native reservations, like slave plantations, could be considered paternalistic systems with a colonized group.
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Comprehension
Answer Location: Native Americans and the Noel and Blauner Hypotheses
Difficulty Level: Medium
7. The land set aside for reservations offered conditions and qualities similar to the land the Native Americans once controlled.
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Knowledge
Answer Location: Native Americans and the Noel and Blauner Hypotheses
Difficulty Level: Easy
8. Mexican Americans kept some political power and economic clout only in New Mexico, mostly because of their relatively large size and skill in mobilizing for political activity.
Learning Objective: 3-8: Students will understand that Mexican Americans were the third minority group created during the preindustrial era. Mexican Americans competed with whites for land and labor and were a colonized minority group like African Americans and Native Americans.
Cognitive Domain: Knowledge
Answer Location: Arizona and New Mexico
Difficulty Level: Easy
9. Land and labor are central concerns in an agricultural society.
Learning Objective: 3-1: Students will understand that dominant–minority relations are shaped by the characteristics of society as a whole, particularly its subsistence technology.
Cognitive Domain: Knowledge
Answer Location: The Origins of Slavery in America
Difficulty Level: Easy
10. The amount of power commanded by a group is a result of three factors: size, degree of organization, and amount of resources.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: The Noel Hypothesis
Difficulty Level: Easy
11. Some White Southerners opposed slavery and fought for the abolition of the “peculiar institution.”
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: Guilt, Blame, Understanding, and Communication
Difficulty Level: Easy
12. It was unusual for women in many tribes to play key roles in religion, politics, warfare, and the economy.
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Knowledge
Answer Location: Gender Relations
Difficulty Level: Easy
13. Some degree of ethnocentrism is essential to the maintenance of social solidarity.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: The Noel Hypothesis
Difficulty Level: Easy
14. Obtaining slaves from Africa was the most logical, cost-effective means of resolving American colonies’ labor supply problems.
Learning Objective: 3-5: Students will understand the significance of the system of slavery in shaping dominant-minority relations in the U.S.
Cognitive Domain: Knowledge
Answer Location: Comparing Minority Groups
Difficulty Level: Easy
15. Attempts at acculturation by various Native American tribes often resulted in the increase of status and power by Native American women.
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Knowledge
Answer Location: Gender Relations
Difficulty Level: Easy
16. Before the American Revolution, the English colonizers acknowledged indigenous tribes as sovereign nations.
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Knowledge
Answer Location: Native Americans and the Noel and Blauner Hypotheses
Difficulty Level: Medium
17. Power differentials between groups partly explain why domination was established in some places faster than others.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses
Difficulty Level: Easy
18. Gender stratification played little part for enslaved Africans, as both slave men and slave women worked in the field.
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Knowledge
Answer Location: Gender Relations
Difficulty Level: Easy
19. The group-oriented nature of enslaved Black women’s work allowed for the creation of networks to shape forms of resistance.
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Comprehension
Answer Location: Gender and Daily Life
Difficulty Level: Medium
20. The coercive acculturation forced on Native Americans on reservations erased connections to traditional practices.
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Comprehension
Answer Location: Native Americans and the Noel and Blauner Hypotheses
Difficulty Level: Medium
21. Whites benefited from the system of slavery regardless of whether they owned slaves.
Learning Objective: 3-5: Students will understand the significance of the system of slavery in shaping dominant-minority relations in the U.S.
Cognitive Domain: Comprehension
Answer Location: Regional Variations and the System of Slavery
Difficulty Level: Medium
22. Daily acts of noncooperation performed by enslaved Africans had little significance for challenging the institution of slavery.
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Comprehension
Answer Location: Powerlessness and Resistance
Difficulty Level: Medium
23. Immigrant minority groups are involuntary participants in the host society.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Knowledge
Answer Location: The Blauner Hypothesis
Difficulty Level: Easy
24. The possession of true femininity and womanhood was limited to White women.
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Comprehension
Answer Location: Gender Relations
Difficulty Level: Medium
25. Mexican Americans were able to maintain their cultural heritage due to close proximity to their homeland.
Learning Objective: 3-8: Students will understand that Mexican Americans were the third minority group created during the preindustrial era. Mexican Americans competed with whites for land and labor and were a colonized minority group like African Americans and Native Americans.
Cognitive Domain: Comprehension
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses
Difficulty Level: Medium
26. The label Native American refers to a single ethnic group.
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Knowledge
Answer Location: Native Americans
Difficulty Level: Easy
27. Only the wealthy elite owned slaves.
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Knowledge
Answer Location: Regional Variations and the System of Slavery
Difficulty Level: Easy
28. The combining of African traditions with aspects of Anglo culture illustrates that assimilation is a linear process.
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Comprehension
Answer Location: Assimilation
Difficulty Level: Medium
29. The persistent inequality experienced by colonized groups is evidence of segmented assimilation.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Analysis
Answer Location: The Blauner Hypothesis
Difficulty Level: Medium
30. A level of acculturation is necessary for colonized groups to survive.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Comprehension
Answer Location: Assimilation
Difficulty Level: Medium
Essay
1. Apply Noel’s hypothesis to the contact situations of African Americans, Native Americans, and Mexican Americans. Link the differences in contact situations to the systems of group relationships that developed. Explain how the differences in the contact situation led to different relationships with the dominant group for each minority group.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Analysis
Answer Location: The Blauner Hypothesis
Difficulty Level: Medium
2. Explain Blauner’s distinction between colonized and immigrant minority groups. Why is the initial contact period between minority and dominant groups so crucial? Relate Blauner’s two types of minority groups to Gordon’s theory of assimilation. Are immigrant or colonized minority groups more likely to follow Gordon’s stages of assimilation in order? Why? Are immigrant or colonized minority groups more likely to encounter high levels of prejudice, discrimination, ideological racism, and institutional discrimination? Why?
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Analysis
Answer Location: The Blauner Hypothesis
Difficulty Level: Medium
3. Explain the role of individual prejudice and ideological racism in the creation of minority group status for African Americans, Native Americans, and Mexican Americans. How do the dominant group stereotypes of each of these groups relate to the original contact situations and the nature of competition between these groups?
Learning Objective: 3-4: Students will understand the ways in which prejudice and racism serve to rationalize, “explain,” and stabilize systems of racial and ethnic inequality.
Cognitive Domain: Analysis
Answer Location: Prejudice and Racism
Difficulty Level: Medium
4. The experience of conquest and colonization differed for men and women. Summarize the differences in experiences as a result of gender for African Americans, Native Americans, and Mexican Americans. Why did these differences occur?
Learning Objective: 3-9: Students will understand the ways that women and men were affected differently by colonization and conquest. Specifically, they will understand that women, in addition to being oppressed due to their minority group status, were also oppressed due to their gender.
Cognitive Domain: Analysis
Answer Location: Gender Relations
Difficulty Level: Medium
5. Explain the factors that led to the development of slavery in America using the Noel and Blauner hypotheses. Why is the plantation system of production significant for understanding the dynamics of slavery?
Learning Objective: 3-6: Students will understand the dynamics of enslavement including ways enslaved Africans resisted and responded to enslavement.
Cognitive Domain: Comprehension
Answer Location: The Origins of Slavery in America
Difficulty Level: Medium
6. Explain the paradox described by the following statement: The construction of a society devoted to individual freedom and liberty in the New World “was made possible only by the revival of an institution of naked tyranny foresworn for centuries in the Old [world]” (Lacy, 1972, p. 22).
Learning Objective: 3-5: Students will understand the significance of the system of slavery in shaping dominant-minority relations in the U.S.
Cognitive Domain: Comprehension
Answer Location: The Origins of Slavery in America
Difficulty Level: Medium
7. Compare and contrast the experiences of Native Hawaiians and Native Americans. What explains these similarities and differences?
Learning Objective: 3-7: Students will understand that Native American tribes were conquered and pressed into a paternalistic relationship with white society. They became a colonized minority group and were subjected to forced acculturation.
Cognitive Domain: Analysis
Answer Location: Comparative Focus: Hawaii
Difficulty Level: Medium
8. Compare the origins of dominant and minority relations in the United States, Canada, and Mexico. Use Blauner and Noel’s work in your analysis. In what ways do contact situations shape group relations for centuries to come?
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Analysis
Answer Location: Comparative Focus: Mexico, Canada, and the United States
Difficulty Level: Medium
9. Explain the role of subsistence technology in how dominant–minority relations developed in the preindustrial United States.
Learning Objective: 3-1: Students will understand that dominant–minority relations are shaped by the characteristics of society as a whole, particularly its subsistence technology.
Cognitive Domain: Analysis
Answer Location: The Origins of Slavery in America
Difficulty Level: Medium
10. Blauner’s hypothesis states that minority groups created by colonization will experience greater, more long-lasting disadvantages than minority groups created by immigration. Apply this framework to issues of modern-day racial inequality.
Learning Objective: 3-3: Students will understand the Noel and Blauner hypotheses which explain how features of the contact situation create different outcomes for different minority groups.
Cognitive Domain: Application
Answer Location: The Blauner Hypothesis
Difficulty Level: Hard
Document Information
Connected Book
Complete Test Bank Diversity and Society 6e with Answers
By Joseph F. Healey
Explore recommendations drawn directly from what you're reading
Chapter 1 Diversity In The United States Questions And Concepts
DOCX Ch. 1
Chapter 2 Assimilation And Pluralism From Immigrants To White Ethnics
DOCX Ch. 2
Chapter 3 Minority Relations In America
DOCX Ch. 3 Current
Chapter 4 Industrialization & Minority Relations
DOCX Ch. 4
Chapter 5 African Americans & Discrimination
DOCX Ch. 5