Chapter 5: Civil Rights: How Equal Is Equal?

Test Bank

Multiple Choice

1. According to the preamble to the Declaration of Independence, what is the central purpose of representative government?

a. to govern the United States and its citizens with authority and dignity

b. to guard and protect the fundamental rights and freedoms of its citizens

c. to establish a set of institutions and create a set of standards over them

d. to create and execute the laws and policies of the United States

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Medium

2. The fundamental guarantees ensuring equal treatment and protecting against discrimination under the laws of a nation are called ______.

a. civil liberties

b. civil disobedience

c. civil rights

d. civil responsibilities

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

3. Unlike civil liberties, civil rights require ______.

a. positive action

b. negative action

c. positive accountability

d. negative accountability

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

4. Because they require action to ensure their expression, civil rights are sometimes called ______.

a. assertive liberties

b. positive freedoms

c. negative rights

d. community rights

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

5. In the 1950s, Judith Heumann was refused attendance at her local elementary school for ______.

a. protesting for civil rights

b. exercising her civil liberties

c. causing a potential fire hazard

d. causing a disruption to the school

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Securing Rights for Americans with Disabilities

Difficulty Level: Easy

6. In response to the slow implementation of the Rehabilitation Act of 1974, individuals across the nation began a series of nonviolent activities called the ______.

a. 911 protests

b. 411 pickets

c. 666 marches

d. 504 sit-ins

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Comprehension

Answer Location: Securing Rights for Americans with Disabilities

Difficulty Level: Medium

7. Which law was referred to as the “the Emancipation Proclamation for disabled individuals”?

a. Voting Rights Act of 1965

b. Rehabilitation Act of 1973

c. Americans with Disabilities Act of 1990

d. Civil Rights Act of 1964

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: The Americans with Disabilities Act

Difficulty Level: Easy

8. In which Supreme Court case were slaves, former slaves, and their descendants deemed property and NOT citizens?

a. Scott v. Sandford

b. Plessey v. Ferguson

c. Missouri ex Gaines v. Canada

d. Brown v. Board of Education of Topeka

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Denies Citizenship Rights to African Americans, Helping Spark a War That Split the Nation

Difficulty Level: Easy

9. According to the majority opinion of Justice Roger Taney in Scott v. Sandford, natural rights had been ______ bestowed.

a. objectively

b. collectively

c. selectively

d. impartially

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Denies Citizenship Rights to African Americans, Helping Spark a War That Split the Nation

Difficulty Level: Easy

10. Ultimately, the Supreme Court’s ruling in Scott v. Sandford threatened ______.

a. the constitutionality of any state laws against slavery

b. the objectivity of any ruling dealing with the slave trade

c. the subjectivity of the Constitution’s slavery clauses

d. the legality of slavery and segregation in Southern states

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Denies Citizenship Rights to African Americans, Helping Spark a War That Split the Nation

Difficulty Level: Medium

11. The decision in Dred Scott v. Sandford in 1857 overturned what act of Congress?

a. the annexation of Texas

b. the Missouri Compromise

c. the Kansas-Nebraska Act

d. the admittance of Kansas

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Denies Citizenship Rights to African Americans, Helping to Spark a War That Split the Nation

Difficulty Level: Easy

12. In December of 1860, the state of ______ made the threat of secession a reality.

a. Texas

b. Virginia

c. South Carolina

d. Florida

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Secession Ensues, and Then Civil War

Difficulty Level: Easy

13. Which of the following was true of the Emancipation Proclamation?

a. It applied only to free states.

b. It applied only to states under rebellion.

c. It freed all slaves in every state.

d. It was seen as immediately effective.

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Comprehension

Answer Location: Secession Ensues, and Then Civil War

Difficulty Level: Medium

14. After the assassination of President Abraham Lincoln, President Andrew Johnson’s post–Civil War policies pushed for laws that would ______.

a. make readmission of Southern states difficult and for preservation of African American civil rights

b. readmit Southern states with little regard for African American civil rights

c. punish Southern states and protect African American civil rights

d. overturn Southern "black codes" and grant immediate voting rights to African Americans

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Comprehension

Answer Location: Constitutional Amendments Abolish Slavery and Affirm Voting and Citizenship Rights for African Americans During Reconstruction

Difficulty Level: Medium

15. Which of the following amendments prohibited slavery in the United States?

a. 13th

b. 14th

c. 15th

d. 19th

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Constitutional Amendments Abolish Slavery and Affirm Voting and Citizenship Rights for African Americans During Reconstruction

Difficulty Level: Easy

16. Which Amendment to the Constitution allowed Congress to make laws necessary to affirm the voting rights of all freed men?

a. 13th

b. 14th

c. 15th

d. 19th

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Constitutional Amendments Abolish Slavery and Affirm Voting and Citizenship Rights for African Americans During Reconstruction

Difficulty Level: Easy

17. What did Southern states do in reaction to the 14th Amendment?

a. accepted it as law and adhered to it

b. refused to acknowledge its passage

c. placed its future in jeopardy through court action

d. rejected or ratified modified versions of it

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Comprehension

Answer Location: Constitutional Amendments Abolish Slavery and Affirm Voting and Citizenship Rights for African Americans During Reconstruction

Difficulty Level: Medium

18. The first time in the Constitution where the document explicitly restricts state laws is in the ______.

a. 10th Amendment

b. 13th Amendment

c. 14th Amendment

d. 15th Amendment

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Comprehension

Answer Location: Constitutional Amendments Abolish Slavery and Affirm Voting and Citizenship Rights for African Americans During Reconstruction

Difficulty Level: Medium

19. Having won major victories in the 1866 elections, the Republican Congress passed the ______.

a. First Reconstruction Act

b. 14th Amendment

c. 15th Amendment

d. Emancipation Proclamation

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Constitutional Amendments Abolish Slavery and Affirm Voting and Citizenship Rights for African Americans During Reconstruction

Difficulty Level: Easy

20. Legal segregation is best defined as the separation of ______.

a. individuals based upon their racial identities, by law

b. groups based upon their ethnicities, by law

c. individuals based upon their race or color, by choice

d. groups based upon their ethnicities, by choice

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Racial Oppression Continues Despite New Protections

Difficulty Level: Easy

21. As the Democratic party gained political power in Southern states and the will of the Republican Party began to fade, what happened to the gains made by African Americans?

a. They grew in size and strength.

b. They began to disappear.

c. They stayed the same.

d. They were inconsequential.

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Racial Oppression Continues Despite New Protections

Difficulty Level: Medium

22. Laws passed by Southern states in order to preserve segregation and prevent African American men from exercising their 15th Amendment right to vote were called ______ laws.

a. John Brown

b. anti-reconstruction

c. Jim Crow

d. white supremacy

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Racial Oppression Continues Despite New Protections

Difficulty Level: Easy

23. Which of the following would be an example of a Jim Crow law?

a. literacy tests

b. prohibition of poll taxes

c. mandatory voter registration

d. intense desegregation efforts

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Application

Answer Location: Racial Oppression Continues Despite New Protections

Difficulty Level: Medium

24. Which of the following institutions were seen as particularly dangerous to the white order?

a. churches

b. schools

c. federal offices

d. state legislatures

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Racial Oppression Continues Despite New Protections

Difficulty Level: Easy

25. In a speech before the Republican Party Convention in 1872, ______, a former slave, abolitionist leader, and noted orator, highlighted the incompleteness of efforts on behalf of African American civil rights and the dangers many continued to face.

a. Frederick Douglass

b. Sojourner Truth

c. Harriet Tubman

d. George Washington Carver

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Racial Oppression Continues Despite New Protections

Difficulty Level: Easy

26. In which of the following cases did the Supreme Court uphold the constitutionality of legalized racial segregation?

a. Scott v. Sandford

b. Marbury v. Madison

c. Brown v. Board of Education

d. Plessey v. Ferguson

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Opponents of Jim Crow Attempt to Use the Judiciary to Challenge It, But Fail

Difficulty Level: Easy

27. Which of the following was the Court’s main defense for its decision in Plessey v. Ferguson?

a. Social prejudices cannot be overcome by legislation.

b. Separate but equal is inherently unequal.

c. The 14th Amendment does not apply to African Americans.

d. The Court has no authority to establish policy in state matters.

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Comprehension

Answer Location: Opponents of Jim Crow Attempt to Use the Judiciary to Challenge It, But Fail

Difficulty Level: Hard

28. Justice Harlan, the lone dissenter on the Supreme Court in the Plessey decision, argued which of the following?

a. Separate but equal is inherently unequal and should not be the law of the land.

b. Our Constitution is color-blind and does not know or tolerate classes.

c. Our nation does not need Court-created policies to grant African American rights.

d. States should have full and sovereign control over their own laws and policies.

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Comprehension

Answer Location: Opponents of Jim Crow Attempt to Use the Judiciary to Challenge It, But Fail

Difficulty Level: Hard

29. Who argued the Brown v. Board of Education case for the NAACP before the Supreme Court in 1952?

a. Thurgood Marshall

b. Clarence Gideon

c. Clarence Darrow

d. Dr. Martin Luther King, Jr.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: Challenges to Legal Segregation Face Successes and Failures

Difficulty Level: Easy

30.The main worry of Thurgood Marshall and his team was that the Court would find ______.

a. segregation had taken place without discrimination

b. black schools were unequal to white schools but not segregated

c. the schools in question were racially segregated but not seriously

d. no segregation or discrimination had taken place in the schools

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation

Difficulty Level: Medium

31. Thurgood Marshall’s legal team needed the Supreme Court to ______.

a. affirm the Plessey v. Ferguson case

b. agree that "separate but equal" was legal

c. overturn only the Scott v. Sandford case

d. declare that segregation itself is unequal

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation

Difficulty Level: Medium

32. In the case of Missouri ex rel Gains v. Canada, the Supreme Court ______.

a. called for the immediate desegregation of Missouri’s law school program

b. ruled that Missouri’s law school program was constitutional

c. required separate but equal law schools within Missouri

d. failed to take a close look at the question of equality in Missouri’s law school program

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation

Difficulty Level: Hard

33. Which of the following was Thurgood Marshall’s most important contribution as chief counsel in the NAACP’s fight for desegregation?

a. litigation skills

b. ability to coordinate multiple cases

c. organizational skills

d. attention to detail

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Analysis

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation

Difficulty Level: Hard

34. Which two major legal victories did the NAACP and Thurgood Marshall win in 1950?

a. Sweatt v. Painter and McLaurin v. Oklahoma State Regents for Higher Education

b. Brown v. Board of Education and Regents of California v. Bakke

c. Loving v. Virginia and Korematsu v. United States

d. Bowder v. Gale and Bowling v. Sharpe

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation

Difficulty Level: Easy

35. Which of the following arguments was key to the NAACP’s case in Sweatt v. Painter?

a. One must look only at physical facilities when evaluating educational quality.

b. Education quality is a factor of equal access and equal opportunity.

c. One must look beyond physical facilities when evaluating educational quality.

d. Educational quality cannot be determined by equal access or equal opportunity alone.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation

Difficulty Level: Medium

36. In the case of McLaurin v. Oklahoma State Regents for Higher Education, the Supreme Court found ______.

a. separate but equal treatment may remain as the preferred public educational policy

b. separate treatment within Oklahoma’s graduate school violated Mr. McLaurin’s civil rights

c. educational quality may be measured as a function of equal access to research materials

d. equality of resources can be used as a defense for segregated educational programs

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation

Difficulty Level: Medium

37. How many cases were included as a part of the Brown v. Board of Education case?

a. one

b. three

c. five

d. seven

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Easy

38. What event, in the middle of the deliberations in Brown v. Board of Education, fortuitously aided the NAACP in its case?

a. the retirement of Chief Justice Fred Vinson

b. the desegregation of Little Rock schools

c. the appointment of Earl Warren as chief justice

d. the hiring of Thurgood Marshall by the NAACP

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Hard

39. What part of the 14th Amendment served as the Constitutional basis for the NAACP assault on educational segregation in the South?

a. the free exercise clause

b. the establishment clause

c. the equal protection clause

d. the due process clause

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

40. Why did Oliver Brown pursue his case against the Topeka Board of Education?

a. He wanted to create a test case for the NAACP.

b. He believed Plessey v. Ferguson was an unjust case and needed to be overturned.

c. He was concerned for his daughter’s daily safety as she made her way to and from school.

d. He believed separate but equal facilities were inherently unequal and unfair.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Analysis

Answer Location: “The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Hard

41. The decision in Brown v. Board of Education was responsible for overturning which of the following Supreme Court decisions?

a. Bakke v. California

b. Sweatt v. Painter

c. Dred Scott v. Sandford

d. Plessey v. Ferguson

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Easy

42. In the Brown v. Board decision, the Court found that legal segregation in public education is in conflict with which of the following?

a. the supremacy clause of the Constitution

b. the equal protection clause of the 14th Amendment

c. the Civil Rights Act of 1964

d. the cruel and inhumane punishment clause of the 8th Amendment

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Easy

43. The research findings of psychologists Kenneth and Mamie Clark were based on which of the following experiments?

a. division of subjects into two segregated groups

b. heterogeneous groups of desegregated subjects

c. presentation of black and white dolls to young children

d. model classrooms comprised both black and white students

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

44. The results of Drs. Clark and Clark’s psychological experiments were used as evidence of the ______.

a. need for continued segregation in social settings

b. psychological damage caused by desegregation

c. neutral impact of segregation in educational settings

d. psychological damage caused by segregation

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

45. Arguments presented by John W. Davis for South Carolina highlighted the ______.

a. impact of centralized educational policies

b. importance of local control in education

c. negative effects of segregated school districts

d. need for federal educational funding for all schools

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

46. Justice Vinson’s replacement as Chief Justice was ______.

a. Felix Frankfurter

b. Earl Warren

c. Thurgood Marshall

d. Warren Burger

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Easy

47. In announcing its decision in the Brown v. Board cases, the Supreme Court ruled that “separate educational facilities are inherently ______.”

a. unfair

b. unenforceable

c. unequal

d. uncommon

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Easy

48. The reaction of the nation to the Brown v. Board decision was ______.

a. strong yet weakly divided

b. strong and immediate, but not uniform

c. weak and uniformly immediate

d. weak and heavily divided

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

49. The first state or territory in the United States to make moves toward compliance with the Supreme Court’s ruling in Brown v. Board of Education was ______.

a. Texas

b. South Carolina

c. Virginia

d. Washington, D.C.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Easy

50. According to your text, the act of eliminating laws or practices that intentionally separate individuals based upon personal characteristics such as racial identity is defined as ______.

a. anti-segregation

b. desegregation

c. subjugation

d. integration

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Easy

51. The Court’s decision in Brown had intentionally avoided stating a ______.

a. definition of desegregation

b. timeline on achieving integration

c. remedy for segregated schools

d. requirement for the desegregation of schools

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Medium

52. In its 1955 Brown v. Board of Education of Topeka II decision, the Court ordered compliance with the Brown I case with all “______.”

a. immediacy

b. urgency

c. deliberate speed

d. available resources

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Easy

53. In order to implement the Brown decision as a reality on the ground, the Court placed ______ in charge of actual desegregation efforts.

a. local officials

b. state legislators

c. U.S. Marshalls

d. federal district judges

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Easy

54. Which of the following best describes the level of compliance of Southern states to Brown II?

a. slow at best

b. decisive and conclusive

c. reluctantly compliant

d. fast and comprehensive

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Medium

55. By 1964, 10 years after the Court’s Brown ruling, what percentage of African American children attended integrated schools?

a. 2%

b. 10%

c. 50%

d. 80%

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Analysis

Answer Location: The South Resists Desegregation

Difficulty Level: Hard

56. For the first 10 years following the Brown v. Board decision, which branch of government had the greatest role in the fight for desegregation?

a. the legislative branch

b. the executive branch

c. the judicial branch

d. the Congress

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Easy

57. In 1957, what did President Eisenhower do in order to enforce a desegregation order in Little Rock, Arkansas?

a. He sued the school district in court.

b. He appointed more federal district judges.

c. He declared martial law.

d. He sent in federal troops.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Easy

58. The Civil Rights Act of 1957 was the ______.

a. first piece of Civil Rights legislation since Reconstruction

b. lynchpin of NAACP arguments in the Brown v. Board case

c. foundation for arguments against Southern desegregation

d. essential basis for the protection of voting rights in the South

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Hard

59. In Federalist No. 78, Alexander Hamilton stated that the judiciary is ______.

a. the strongest of the three departments of power

b. without comparison to the three departments of power

c. the weakest of the three departments of power

d. not one of the three departments of power

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: Practicing Political Science: Drawing Conclusions About the Supreme Court’s Power to Effect Social Change

Difficulty Level: Medium

60. By 1970, slightly more than ______ of African American children in the South were attending integrated schools.

a. 3%

b. 10%

c. 50%

d. 80%

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Moderate

Answer Location: Practicing Political Science: Drawing Conclusions About the Supreme Court’s Power to Effect Social Change

Difficulty Level: Medium

61. After citizens began to take action with events such as the Montgomery Bus Boycott, what reaction did the executive and legislative branches of government have in response?

a. They became more directly involved.

b. They became even less involved.

c. They seemed indifferent.

d. They urged the Court for more decisions.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: Citizens Engage in New Forms of Civil Disobedience and Protest

Difficulty Level: Medium

62. The intentional refusal to obey a law in order to call attention to its injustice is defined as ______.

a. popular dissonance

b. civic disorder

c. civil disobedience

d. Posse Comitatus

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: Citizens Engage in New Forms of Civil Disobedience and Protest

Difficulty Level: Easy

63. African Americans began to make their presence felt in Washington, D.C. by ______.

a. violent action

b. nonviolent protest

c. calling for new legislation

d. voting in larger numbers

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Citizens Engage in New Forms of Civil Disobedience and Protest

Difficulty Level: Medium

64. The Civil Rights Act of 1964 authorized the federal government to ______.

a. withhold grants from districts that did not integrate their schools

b. call out federal troops for states or districts that refused to desegregate

c. place federal overseers in charge of districts that did not integrate their schools

d. declare martial law in cities that did not comply with court ordered desegregation

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Citizens Engage in New Forms of Civil Disobedience and Protest

Difficulty Level: Medium

65. The Voting Rights Act of 1965 outlawed which of the following impediments to voting?

a. residency

b. voter registration

c. literacy tests

d. voter ID

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: Citizens Engage in New Forms of Civil Disobedience and Protest

Difficulty Level: Easy

66. Since the middle of the 1960s, civil rights cases that reach the Supreme Court generally deal with what two issues?

a. school segregation and busing

b. law school admittance and voting rights

c. affirmative action and school segregation

d. busing and affirmative action

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Court Delivers New Rules Aimed at Strengthening Civil Rights

Difficulty Level: Medium

67. In the case of Gratz v. Bollinger, the Court ruled ______ was/were unconstitutional.

a. affirmative action

b. entrance exams

c. application essays

d. a points system

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Court Tests the Limits of Equal Protection for African Americans

Difficulty Level: Easy

68. A policy designed to address the consequences of previous discrimination by providing advantages to individuals based upon their identities is defined as ______.

a. assistive policy

b. administrative law

c. assertive justice

d. affirmative action

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Court Tests the Limits of Equal Protection for African Americans

Difficulty Level: Easy

69. Early efforts by women to secure their rights often centered around ______.

a. gender

b. education

c. ethnicity

d. race

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Knowledge

Answer Location: Women’s Early Civil Rights Efforts Focused on Enfranchisement

Difficulty Level: Easy

70. Many early activists for women’s rights were also active in the ______ movement—the movement to end the practice of slavery.

a. abolitionist

b. protectivist

c. segregationist

d. collectivist

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Knowledge

Answer Location: Women’s Early Civil Rights Efforts Focused on Enfranchisement

Difficulty Level: Easy

71. The suppression of women’s rights was often justified by the claim that women ______.

a. did not have 14th Amendment rights

b. were not considered citizens under the Bill of Rights

c. needed to be protected and shut out of normal elements of public life

d. got their rights through their husbands and fathers

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Comprehension

Answer Location: Women’s Early Civil Rights Efforts Focused on Enfranchisement

Difficulty Level: Medium

72. For the purposes of the courts, women ______.

a. did not exist

b. were a protected class

c. were subject to legal segregation

d. had all equal rights of citizenship

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Comprehension

Answer Location: Women’s Early Civil Rights Efforts Focused on Enfranchisement

Difficulty Level: Medium

73. Which of the following best describes the outcome of the Seneca Falls Convention?

a. recognition of women’s rights

b. granting of female enfranchisement

c. correction of gender-based discrimination

d. a “cascade” of women’s rights conventions

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Analysis

Answer Location: Women’s Early Civil Rights Efforts Focused on Enfranchisement

Difficulty Level: Hard

74. Which of the following amendments prevented states from denying the right to vote based on sex (gender)?

a. 14th Amendment

b. 15th Amendment

c. 18th Amendment

d. 19th Amendment

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Knowledge

Answer Location: Women’s Early Civil Rights Efforts Focused on Enfranchisement

Difficulty Level: Easy

75. In an 1866 speech before the Eleventh Women’s Rights Convention, Frances Ellen Watkins Harper argued white women’s suffrage ______.

a. would also improve the situation of African Americans

b. was an independent issue from African American desegregation

c. had little impact on African American suffrage

d. was an elitist movement which deflected from African Americans

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Comprehension

Answer Location: Practicing Political Science: Considering Contrasting Opinions and Arguments

Difficulty Level: Medium

76. Which of the following was the most crucial legal catalyst to the second-wave fight for women’s rights?

a. the 19th Amendment

b. the Civil Rights Act of 1964

c. the Voting Rights Act of 1965

d. the Equal Rights Amendment

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Knowledge

Answer Location: The Second Wave Focused on Ongoing Inequalities

Difficulty Level: Easy

77. Which second-wave women’s rights leader impacted the movement through her 1963 book The Feminine Mystique?

a. Bella Abzug

b. Cady Stanton

c. Betty Friedan

d. Maya Angelou

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Knowledge

Answer Location: The Second Wave Focused on Ongoing Inequalities

Difficulty Level: Easy

78. Which of the following best describes the ultimate fate of the Equal Rights Amendment?

a. It was proposed and ratified.

b. It was ratified but not enforced.

c. It was proposed but not ratified.

d. It was neither proposed nor ratified.

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Knowledge

Answer Location: The Second Wave Focused on Ongoing Inequalities

Difficulty Level: Easy

79. Which of the following Supreme Court standards applies to gender discrimination?

a. strict scrutiny

b. intermediate scrutiny

c. reasonableness

d. rational basis

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Uses Different Standards of Scrutiny on Gender Discrimination and Sexual Harassment

Difficulty Level: Easy

80. Courts most likely use a “strict scrutiny” standard to address which of the following types of discrimination?

a. ethnic

b. racial

c. gender

d. age

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Application

Answer Location: The Supreme Court Uses Different Standards of Scrutiny on Gender Discrimination and Sexual Harassment

Difficulty Level: Medium

81. Cases involving sexual harassment have generally been evaluated on the basis of the discrimination provisions found in ______.

a. Title IX of the Higher Education Act

b. the 14th Amendment

c. Title VII of the Civil Rights Act of 1964

d. Title 42 of the Civil Rights Act of 1968

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Uses Different Standards of Scrutiny on Gender Discrimination and Sexual Harassment

Difficulty Level: Medium

82. Which of the following types of harassment occurs when employers request or demand sexual favors in return for advancement in employment?

a. quid pro quo

b. hostile working environment

c. abuse of power

d. de facto

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Uses Different Standards of Scrutiny on Gender Discrimination and Sexual Harassment

Difficulty Level: Easy

83. As opposed to other ethnic protest groups, Latino/as have uniquely focused on issues such as ______.

a. equal access

b. education

c. voting rights

d. immigration and labor

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

KEY: Learning Objective: 5.5: Evaluate the ways the diversity of Americans’ identities shapes efforts to secure civil rights in the twenty-first century

REF: Cognitive Domain: Knowledge

Answer Location: Civil Rights Challenges Persist for Other Groups as Well

Difficulty Level: Easy

84. The 2015 Supreme Court Case of ______ established marriage equality through the nation.

a. Obergfell v. Hodges

b. Tanko v. Haslam

c. DeBoer v. Snyder

d. Bourke v. Beshear

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

KEY: Learning Objective: 5.5: Evaluate the ways the diversity of Americans’ identities shapes efforts to secure civil rights in the twenty-first century

REF: Cognitive Domain: Knowledge

Answer Location: Civil Rights Challenges Persist for Other Groups as Well

Difficulty Level: Easy

85. ______ Americans, those with more distinctive racial heritage, have increasingly called out a space for themselves in the discourse and policies surround race and identity.

a. Multiethnic

b. Multicultural

c. Multisocietal

d. Multiracial

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

KEY: Learning Objective: 5.5: Evaluate the ways the diversity of Americans’ identities shapes efforts to secure civil rights in the twenty-first century

REF: Cognitive Domain: Knowledge

Answer Location: Civil Rights Challenges Persist for Other Groups as Well

Difficulty Level: Easy

86. In 2000, the U.S. Census allowed individuals to ______ for the first time.

a. self-identify a gender

b. select more than one racial category

c. elect not to provide racial or ethnic data

d. provide ethnic based demographic information

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

KEY: Learning Objective: 5.5: Evaluate the ways the diversity of Americans’ identities shapes efforts to secure civil rights in the twenty-first century

REF: Cognitive Domain: Knowledge

Answer Location: Civil Rights Challenges Persist for Other Groups as Well

Difficulty Level: Easy

87. By 2010, the number of people self-identifying with multiple races had increased to about ______ Americans.

a. 1 million

b. 3 million

c. 6 million

d. 9 million

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

KEY: Learning Objective: 5.5: Evaluate the ways the diversity of Americans’ identities shapes efforts to secure civil rights in the twenty-first century

REF: Cognitive Domain: Knowledge

Answer Location: Civil Rights Challenges Persist for Other Groups as Well

Difficulty Level: Medium

88. Some experts argue that broadening the number of racial categories allowed in the census might unfortunately ______.

a. increase the number of those protected by desegregation policies

b. take away from gains in equality and civil rights

c. have little to no impact on desegregation policy

d. have unforeseen consequences on desegregation policy

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

KEY: Learning Objective: 5.5: Evaluate the ways the diversity of Americans’ identities shapes efforts to secure civil rights in the twenty-first century

REF: Cognitive Domain: Comprehension

Answer Location: Civil Rights Challenges Persist for Other Groups as Well

Difficulty Level: Medium

True/False

1. The central purpose of representative government is stated in the Declaration of Independence.

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

2. As a rule, the protection of civil rights requires positive action on the part of the government.

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

3. The piece of legislation that most impacted the civil rights of disabled individuals was Section VII of the Civil Rights Act of 1964.

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Comprehension

Answer Location: Introduction

Difficulty Level: Medium

4. The cases included in arguments for Brown v. Board of Education of Topeka, Kansas, dealt with whether it was constitutionally permissible to legally segregate African American and white children in public schools on the basis of race.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

5. The main worry of Thurgood Marshall and his team in the Brown v. Board case was that the Supreme Court might disagree with the argument that African American students had been treated unfairly.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation

Difficulty Level: Medium

6. In its 1954 decision in Brown v. Board of Education, the Supreme Court ruled that the standing policy of “separate but equal” was inherently unequal.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

7. The constitutional basis for the assault on educational segregation in the courts was the equal protection clause of the 15th Amendment.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

8. Southern states actively embraced the Court’s order to desegregate their public schools.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The South Resists Desegregation

Difficulty Level: Medium

9. According to data presented in the textbook, more than 50% of public schools in the South were desegregated within a year of the Brown v. Board decision.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The South Resists Desegregation

Difficulty Level: Medium

10. The quest for women’s rights was fully achieved once the 19th Amendment was passed.

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Comprehension

Answer Location: Women’s Early Civil Rights Efforts Focused on Enfranchisement

Difficulty Level: Medium

Short Answer

1. ______ are the fundamental rights of individuals to be treated equally under the laws and policies of governments, regardless of their identities and lived experiences.

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

2. Fundamental rights and freedoms that require action by individuals to express and by governments to secure are known as ______.

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

3. Judith Heumann was refused entry to elementary school because she was a “______.”

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them.

REF: Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Medium

4. The case of Plessey v. Ferguson was important because the Supreme Court established a long-standing policy of “______.”

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Opponents of Jim Crow Attempt to Use the Judiciary to Challenge It, But Fail

Difficulty Level: Medium

5. One means by which white Southerners discouraged or prevented newly enfranchised African Americans from exercising their vote after the Civil War was through the use of the ______, which required them to pay money in order to vote.

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

KEY: Learning Objective: 5.2: Trace the history of racial segregation in America and the ratification of the 14th Amendment to the Constitution, which laid the foundation for later struggles to secure civil rights.

REF: Cognitive Domain: Knowledge

Answer Location: Racial Oppression Continues Despite New Protections

Difficulty Level: Easy

6. The Supreme Court case of ______ overturned the policies implemented in the case of Plessey v. Ferguson.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Supreme Court Rules That “Separate But Equal Has No Place”

Difficulty Level: Medium

7. In its decision in what would be known as Brown II, the Supreme Court ordered schools across the nation (including the South) to be integrated with “______.”

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The South Resists Desegregation

Difficulty Level: Easy

8. According to data presented in your textbook, the South remained fully segregated for almost ______ years following the Brown v. Board decision in 1954.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Analysis

Answer Location: The South Resists Desegregation

Difficulty Level: Hard

9. Which branch of government took the most active role in desegregating public schools immediately preceding and following the Brown v. Board decision of 1954?

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Analysis

Answer Location: The South Resists Desegregation

Difficulty Level: Medium

10. What religious leader took the most prominent role in the fight for African American civil rights, calling for and leading numerous acts of civil disobedience and nonviolent protest, beginning with the Montgomery bus boycott in 1956?

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Analysis

Answer Location: Citizens Engage in New Forms of Civil Disobedience and Protest

Difficulty Level: Hard

11. ______ segregation is best translated as segregation by law.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The Court Tests the Limits of Equal Protection for African Americans

Difficulty Level: Easy

12. Segregation that is the result of private choices is known as ______ segregation.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Court Tests the Limits of Equal Protection for African Americans

Difficulty Level: Medium

13. The U.S. Supreme Court has been more cautious in addressing ______ segregation than it has been in addressing legal segregation.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Court Tests the Limits of Equal Protection for African Americans

Difficulty Level: Medium

14. Policies that use racial, ethnic, or gendered identity to target specific opportunities for individuals are defined as ______.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Court Tests the Limits of Equal Protection for African Americans

Difficulty Level: Easy

15. The 2003 case of ______ affirmed the possibility of using racial and ethnic identity in admission decisions for higher education.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Knowledge

Answer Location: The Court Tests the Limits of Equal Protection for African Americans

Difficulty Level: Easy

16. Many early activists for women’s rights were also active in the ______ movement.

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

KEY: Learning Objective: 5.4: Trace the history of efforts to secure civil rights for American women.

REF: Cognitive Domain: Comprehension

Answer Location: Women’s Early Civil Rights Efforts Focused on Enfranchisement

Difficulty Level: Medium

17. ______ Americans, those with more than one distinctive racial heritage, have been increasing in numbers according to recent census data.

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

KEY: Learning Objective: 5.5: Evaluate the ways the diversity of Americans’ identities shapes efforts to secure civil rights in the twenty-first century

REF: Cognitive Domain: Knowledge

Answer Location: Civil Rights Challenges Persist for Other Groups as Well

Difficulty Level: Easy

Essay

1. Compare and contrast the efforts, strategies, and actions of Judith Heumann and others seeking civil rights for the disabled with those of African American civil rights leaders, such as Thurgood Marshall, who desired desegregation in public schools and other public accommodations.

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

KEY: Learning Objective: 5.1: Understand that securing civil rights requires both actions by individuals and groups to claim them and by governments to secure and protect them. | 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Analysis

Answer Location: Introduction; Challenges to Legal Segregation Face Successes and Failures

Difficulty Level: Hard

2. Describe the strategy used by Thurgood Marshall in representing the NAACP during the arguments for Brown v. Board of Education of Topeka. Include any barriers to success as well as the way in which the NAACP responded to them.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: Thurgood Marshall and the NAACP Devise a Strategy to End School Segregation; The South Resists Desegregation

Difficulty Level: Medium

3. Describe the reaction of Southern states to the Brown v. Board decision and the actions taken by each of the three branches of government in desegregating public schools and facilities following the Brown decision. Provide specific examples in order to justify your answer.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Comprehension

Answer Location: The South Resists Desegregation

Difficulty Level: Medium

4. Explain and analyze the role of affirmative action in the higher education process and describe actions taken by the courts with regard to the legality of affirmative action programs.

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

KEY: Learning Objective: 5.3: Explain efforts to end legal segregation, the strategies used, and their successes and failures

REF: Cognitive Domain: Analysis

Answer Location: The Court Tests the Limits of Equal Protection for African Americans

Difficulty Level: Hard

5. Describe and analyze the problem of “intersectionality” with regard to the rise of multiracial identification in recent census surveys.

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

KEY: Learning Objective: 5.5: Evaluate the ways the diversity of Americans’ identities shapes efforts to secure civil rights in the twenty-first century

REF: Cognitive Domain: Analysis

Answer Location: Americans Confront Overlapping Forms of Discrimination

Difficulty Level: Hard