Reference no: EM132392665

1. In the Atlantic coast colonies

a. the language spoken was predominantly English although the social and economic institutions did not follow any European national pattern.

b. the social and economic institutions were most heavily influenced by the French.

c. the basic social institutions were predominantly English.

d. all European national groups were encouraged to keep their own language and social institutions.

2. The original U.S. Constitution

a. contained no formal recognition of race subordination.

b. required that fugitive slaves be returned to their owners.

c. abolished the slave trade.

d. provided that all persons, slave or free, be counted equally for purposes of apportioning legislative representation and taxation.

3. Racialization can be seen as the process by which

a. those in the subordinate group place themselves as a means of resistance.

b. the dominant "white" group has defined and constructed certain groups as being racially inferior or superior for the purposes of societal placement and of group enrichment, segregation, or oppression.

c. unchangeable physical characteristics can be linked in a direct, causal way to psychological or intellectual characteristics and, on this basis, distinguishes between superior and inferior racial groups.

d. observed cultural differences are used as a method of linking external differences to intrinsic characteristics.

4. The one most important reason why certain selected physical characteristics such as skin color have been used as the basis for distinguishing human groups is

a. these characteristics are easily observable by all persons.

b. dark skin color is an unmistakable mark of inferiority.

c. skin color is an unmistakable indicator of racial ancestry.

d. some clear signal was needed to identify the exploited group.

5. A minority group

a. often has as much power as the majority group in a society.

b. is singled out by the dominant group on the basis of physical or cultural traits.

c. seldom has a sense of collective identity.

d. is always fewer in number than the dominant group.

6. Which of the following was the dominant force in the U.S. economy and government during the half century prior to the Civil War?

a. northern industrialists

b. small farmers

c. southern plantation oligarchy

d. northern industrial workers

7. The social designation of a "white" race"

a. emerged strongly in the 18th (1700s) and 19th (1800s) centuries.

b. was important in English society as early as the 14th century.

c. emerged in England in the 17th century.

d. has existed as long as human history has been recorded.

8. Large numbers of immigrants from Ireland and Africa were imported to America in the 18th century because

a. Nativist pressures had all but disappeared.

b. most English immigrants were returning to their homeland.

c. these immigrants brought substantial investment capital to the U.S.

d. there was a heavy demand for labor in America.

9. The relationship of European immigrants and Native American settlers may best be described as

a. slave importation.

b. colonization migration.

c. egalitarian symbiosis.

d. movement of displaced persons and refugees.

10. During the 19th century, numerous Native American tribes moved westward

a. at the insistence of the federal government.

b. because land there was better for agriculture.

c. to return to their former homelands

d. to join stronger tribes in order to better resist the "white" government

11. In the 19th century, education for Native Americans was

a. prohibited.

b. offered by "white" controlled schools as a way to civilize Native Americans.

c. limited to Native Americans not living on reservations.

d. largely controlled by Native Americans on the reservations.

12. Slaveholding interests forced the recognition and support of slavery in several of the major sections of the U.S. constitution in all but which of the following ways

a. a fugitive-slave provision.

b. a provision that each slave must be counted as three-fifths of a person for congressional calculation.

c. by giving African Americans full citizenship.

d. the postponement of prohibition of slave importation to 1808.

13. The reactions of slaves to slavery can best be described by which of the following statements

a. The oppressive and brutal nature of the slave system fostered the development of a submissive, docile "Sambo" personality among all those enslaved as a means of survival.

b. Most slaves were so discontent with their lot that they used every opportunity to escape or violently revolt and a large number committed suicide.

c. Those enslaved often used nonviolent resistance, but many also reacted with rebellious or attacking behavior when possible.

d. The majority of those enslaved were content to be taken care of by their "white" masters.

14. Racially segregated railroad cars, churches, cemeteries, schools, and hospitals are examples of

a. Jim Crow laws.

b. only prejudice.

c. isolate discrimination.

d. contemporary ethnic framing.

15. Compared with all African Americans as a group, Caribbean Americans are

a. less likely to hold white-collar jobs.

b. more likely to live in poverty.

c. more likely to hold blue-collar jobs.

d. better off economically.

16. Which collective term recognizes the shared origins of Americans of Mexican, Puerto Rican, and Cuban origin and best emphasizes their cultural pluralism and cultural maintenance?

a. Spanish Americans b. Latinos

c. Braceros

d. Chicanos

#17. "Race" is a socio-political construction:

a. True

b. False

18. DNA can be used to biologically isolate racial groups

a. True

b. False

19. Land ownership among people of African-descent ("Negros") in Virginia in 1666 indicates that:

a. "Race" as a concept and basis for negative discrimination did not exist due to the exercise of property and political rights regardless of African or European ancestry at this time.

b. "Race" as a concept was used for creating slavery as early as 1619.

c. "Race" as a concept existed before the 1200s.

d. "Race" is rooted in recognition of strict skin color differences always and everywhere.

20. The invention of the idea of "race" likely resulted from:

a. an inherent need by "whites" to discriminate negatively

b. as a justifying ideology to legitimize the adoption and diffusion of Anglo-American slavery

c. as a means of promoting diversity

d. as a way of putting down the Irish for simple amusement

21. How was the idea of "race" communicated and spread to the population?

a. people naturally recognized skin-color differences and acted accordingly

b. laws and codes were read out loud during church services and/or posted on the door of the courthouse and/or read out loud by sheriffs and judges

c. it did not need to be because race is a natural reality

d. none of the above