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| 1 | |
The chapter introduction tells the story of a schoolgirl and a teacher to make the point that |
| | A) | education was an important focus of the radical agenda for reform. |
| | B) | the civil rights movement's emphasis on integration actually proved a failure. |
| | C) | southerners had difficulty adjusting to school integration, but it proceeded, one student and teacher at a time. |
| | D) | the wrenching changes of the 1960s, which affected most Americans, grew out of the social trends and conditions of the 1950s. |
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| 2 | |
The civil rights movement |
| | A) | represented a dramatic reversal from the acceptance of Jim Crow laws in the 1950s. |
| | B) | was brought about by a charismatic group of leaders within the African American community. |
| | C) | was hampered by the postwar economy. |
| | D) | brought down legalized segregation in the South just as many African Americans were leaving the region for northern cities. |
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| 3 | |
The southern economy grew faster than the national economy after World War II for all of the following reasons EXCEPT |
| | A) | the invention of air conditioning. |
| | B) | the surplus of black laborers. |
| | C) | the "clean slate" of the region: few unions, little regulation and bureaucracy, low wages and taxes. |
| | D) | mechanization of cotton picking. |
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| 4 | |
The case of Brown v. Board of Education of Topeka concerned |
| | A) | prayers in public schools. |
| | B) | federal aid to education. |
| | C) | racial segregation in public schools. |
| | D) | equal access to school busing. |
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| 5 | |
Martin Luther King Jr. rose to leadership in the civil rights movement during the 1950s. His strategies, different from the recent past, would become the primary techniques of the civil rights movement into the 1960s. What is the most accurate summary of this transition in the movement? |
| | A) | Direct and often violent confrontation replaced nonviolent passive resistance. |
| | B) | King's rhetorical skills on TV, rather than organized action, caught the nation's attention. |
| | C) | King appealed directly to President Eisenhower to lend his support to efforts to speed up desegregation. |
| | D) | King proposed non-violent confrontation rather than the NAACP's strategy of legal challenges to segregation in the courts. |
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| 6 | |
During the efforts to integrate the schools in Little Rock, |
| | A) | President Eisenhower provided consistent support for the Supreme Court's ruling in Brown. |
| | B) | Governor Faubus reluctantly agreed to the integration order after a few months of opposition. |
| | C) | President Eisenhower federalized the Arkansas National Guard. |
| | D) | the tension was finally ended by Governor Faubus's closing of the schools. |
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| 7 | |
Each of the following is an example of the grass roots efforts in the civil rights movements EXCEPT |
| | A) | the decision to desegregate the schools. |
| | B) | the Montgomery bus boycott. |
| | C) | the lunch counter sit-ins. |
| | D) | the freedom rides. |
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| 8 | |
What finally pushed the Kennedy administration to commit to federal legislation to end segregation and protect voting rights? |
| | A) | the rulings of the Warren Court |
| | B) | the riots in northern cities |
| | C) | the bus boycott in Montgomery, Alabama |
| | D) | the violent repression of nonviolent demonstrations in Alabama |
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| 9 | |
The Civil Rights Act of 1964, according to your text, "marked one of the great moments in the history of American reform." It provided for all of the following EXCEPT |
| | A) | requirements that persons accused of crimes must be informed of their rights and allowed to consult a lawyer. |
| | B) | banned discrimination in public facilities. |
| | C) | banned discrimination in employment. |
| | D) | protected the right to vote. |
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| 10 | |
The Immigration Act of 1965 |
| | A) | extended the national origins quota system. |
| | B) | abolished the national origins quota system. |
| | C) | ended all immigration from Asia. |
| | D) | lifted all restrictions on immigration from Latin America. |
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| 11 | |
All of the following were elements of Johnson's "Great Society" programs EXCEPT |
| | A) | a health insurance program for the elderly. |
| | B) | an antipoverty program. |
| | C) | an aid program for education. |
| | D) | a funding program to return tax revenues to states. |
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| 12 | |
The Immigration Act of 1965 |
| | A) | changed the quotas of the national origins system to reflect the changing nature of immigration to the United States. |
| | B) | was nicknamed the "brothers and sisters act" because of its strong preference to reunite families of immigrants already in the U.S. |
| | C) | eased restrictions on immigration from Mexico. |
| | D) | primarily benefited western and northern Europeans. |
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| 13 | |
One of the key concepts articulated in the "Port Huron Statement" of Students for a Democratic Society was |
| | A) | bureaucratic efficiency. |
| | B) | participatory democracy. |
| | C) | Marxist ideological purity. |
| | D) | personal moral autonomy. |
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| 14 | |
The counterculture of the 1960s |
| | A) | had little in common with earlier movements of religious revival or utopian communities. |
| | B) | emerged from the student left movement. |
| | C) | considered American culture too materialistic and shallow. |
| | D) | All these answers are correct. |
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| 15 | |
Vatican II |
| | A) | required Catholics not to eat meat on Fridays. |
| | B) | allowed priests to conduct mass in the vernacular. |
| | C) | accepted the practice of birth control. |
| | D) | discouraged the reform element of the Catholic community. |
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| 16 | |
What geographic reorientation of popular culture had occurred by the later 1960s? |
| | A) | the rise of the West Coast as trend-setter |
| | B) | a return to the southern roots of both black rhythm and blues and white rock and roll |
| | C) | the shift from rural to urban settings in television shows |
| | D) | the rise of the "Big Apple" (New York City) as the center of the recording and film industries |
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