How did white supremacists take advantage of anticommunist rhetoric a They pointed to

Question

How did white supremacists take advantage of anticommunist rhetoric?

a. They pointed to the interracial society of the Soviet Union as a warning sign.

b. They stressed the fact that African-Americans were twenty times more likely to be communist than whites.

c. They pointed out that the United States only reliable ally against the Soviet Union was the apartheid regime of South Africa.

d. They charged African-American civil rights leaders with a communist agenda.

e. They proposed deputizing the Ku Klux Klan (KKK) as an anticommunist paramilitary unit.

ANS: D TOP: The Anticommunist Crusade

DIF: Difficult REF: Full p. 917 | Seagull p. 933

MSC: Applying OBJ: 4. Analyze the effects of Cold War anticommunism on American politics and culture.

Answer

This answer is hidden. It contains 0 characters.

Related questions

Q: In his book The American Century, Luce argues that a. Americans should embrace European hegemony. b. Americans should stop thinking of themselves as better than the rest. c. Americans should return to isolationism. d. Americans should prepare to be the world leaders. e. Americans should stop intervening in international conflicts. ANS: D TOP: Visions of Postwar Freedom DIF: Difficult REF: Full pp. 870871 | Seagull pp. 880881 MSC: Remembering OBJ: 3. Discuss the visions of Americas postwar role that began to emerge during the war.

Q: How did Patriotic Assimilation differ from Americanization? a. Patriotic assimilation advocated the forced integration of racial and ethnic groups into American society, whereas Americanization promoted tolerance. b. Patriotic assimilation described the American way of life, where people of different backgrounds could live together in freedom and unite as a people. c. Both terms essentially described the same wartime cultural practice, but referred to different periods of American history: World War I and World War II. d. Patriotic assimilation was in reference to ethnic minorities who served in the military and experienced integration and greater equality while fighting overseas. e. Americanization described plurality with a rigid hierarchy. ANS: B TOP: The American Dilemma DIF: Difficult REF: Full p. 870 | Seagull p. 884 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The Road to Serfdom a. advocated for laissez-faire economics. b. offered an intellectual basis for an active government. c. was written by an Austrian-born economist who embraced the label of conservative all his life. d. offered the first history of the rise of Nazi Germany. e. offered an in-depth look at the Soviet Union and its gulags. ANS: A TOP: The American Dilemma DIF: Difficult REF: Full p. 869 | Seagull p. 883 MSC: Understanding OBJ: 3. Discuss the visions of Americas postwar role that began to emerge during the war.

Q: Women working in defense industries during the war a. were viewed as permanent workers after the war, so long as they did a good job. b. made up one-third of the West Coast workers in aircraft manufacturing and shipbuilding. c. had little impact on the war effort. d. were small in number, as most women took clerical work or joined the military service as nurses. e. were all young, single women who left their jobs once they got married. ANS: B TOP: The Home Front DIF: Easy REF: Full p. 869 | Seagull p. 879 MSC: Understanding OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort.

Q: Who did publisher Henry Luce credit with the provision of the abundant life in his blueprint for postwar prosperity, The American Century? a. the Department of Defense b. returning veterans c. free enterprise d. the New Deal state e. labor unions ANS: C TOP: Visions of Postwar Freedom DIF: Difficult REF: Full p. 867 | Seagull p. 881 MSC: Analyzing OBJ: 3. Discuss the visions of Americas postwar role that began to emerge during the war.

Q: The Office of War Information a. formed part of the New Deal. b. was created after the Second World War. c. used all its resources to show the American people the war was ideological. d. specialized in updating the U.S. government with news from the European front. e. used radio, film, and press to show the importance of responding to Japan with violence. ANS: C TOP: The Home Front DIF: Moderate REF: Full p. 867 | Seagull pp. 877878 MSC: Understanding OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort.

Q: During the war, Americans a. experienced the rationing of scarce consumer goods such as gasoline. b. found fewer consumer goods available by 1944. c. still suffered from high unemployment. d. were told that the end of war might bring a return of the Great Depression. e. experienced extreme deprivation. ANS: A TOP: The Home Front DIF: Moderate REF: Full pp. 864865 | Seagull p. 879 MSC: Understanding OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort.

Q: How did World War II affect the West Coast of the United States? a. The populations of both San Francisco and Los Angeles declined as the prospect of a Japanese invasion led many people to migrate inland. b. The West Coast cities of Portland and Seattle received a relatively small amount of federal money for their shipyards. c. Unlike other regions profiting from military-industrial production, growth rates in the West remained essentially flat. d. Millions of Americans moved to California for jobs and military service. e. The military temporarily relocated its headquarters to Portland to plan for a Japanese invasion. ANS: D TOP: The Home Front DIF: Moderate REF: Full p. 860 | Seagull p. 874 MSC: Understanding OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort.

Q: How did the Allied campaign in Italy lay the groundwork for the invasion of France on D-Day? a. The defeat of Mussolinis regime forced Hitler to redirect valuable German troops to occupy Italy. b. American soldiers had the opportunity to hone their fighting skills in the much more forgiving Mediterranean theater of war. c. Allied forces had to secure the Mediterranean for unperturbed access to Middle Eastern oil, a necessary resource for the invasion. d. By occupying Italy, Allied forces were able to channel supplies through Switzerland and France to the westward-marching invaders from Normandy. e. The defeat of Italy made it possible to recruit desperately needed Italian ground troops for an invasion in France. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full p. 856 | Seagull p. 871 MSC: Analyzing OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Which of the following statements best describes Japans overseas actions in the 1930s? a. Japan led the League of Nations. b. Japan failed in its attempt to invade China in 1931. c. Before World War II, Japan had no intention to expand. d. Japan proved to be a key player in the Spanish Civil War. e. Japan invaded China hoping to expand militarily and economically. ANS: E TOP: Fighting World War II DIF: Moderate REF: Full p. 853 | Seagull p. 865 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: The Pearl Harbor bombing was the first attack on U.S. territory by a foreign power since which conflict? a. World War I b. Spanish-American War c. War of 1812 d. U.S. Civil War e. American Revolution ANS: C TOP: Fighting World War II DIF: Moderate REF: Full p. 852 | Seagull p. 868 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Men like Henry Ford, Charles Lindbergh, and Father Coughlin were members of the a. America Now! committee, an interventionist group. b. Anti-Semitism Society, a group that blamed Jews for the war. c. America First committee, an isolationist group. d. Lend-Lease League, a group that supported technology for the war. e. Free Paris Society, a group that advocated the liberation of Paris. ANS: C TOP: Fighting World War II DIF: Moderate REF: Full p. 851 | Seagull p. 867 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: What led England and France to declare war on Germany, marking the start of World War II? a. Hitler rounded up European Jews and put them in camps. b. Germany invaded the Soviet Union. c. After gaining the Sudetenland through an agreement, Germany then took the rest of Czechoslovakia. d. Germany invaded Poland, a country Britain and France had promised to protect. e. Germany invaded Austria, the place of Hitlers birth. ANS: D TOP: Fighting World War II DIF: Easy REF: Full p. 851 | Seagull p. 867 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Analyze the ways in which American minorities faced threats to their freedoms at home and abroad. Fascism a. was a political movement similar to socialism. b. became the political system in Spain by the late 1930s. c. attracted widespread popularity in Sweden and Switzerland as an alternative to Nazism. d. was initially embraced by Soviet leader Joseph Stalin, who viewed it more favorably than capitalism. e. had its origins in traditional German anti-Semitism. ANS: B TOP: Fighting World War II DIF: Moderate REF: Full pp. 849850 | Seagull p. 865 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Discuss the visions of Americas postwar role that began to emerge during the war. What was one result of the Good Neighbor Policy? a. The United States supported dictators in Latin America. b. Nazi Germany took control of parts of South America. c. Franklin Roosevelt had to send American troops to Cuba. d. The United States had to reissue the Platt Amendment. e. Herbert Hoover urged Roosevelt to send troops to the Dominican Republic. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full pp. 848849 | Seagull pp. 864865 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: How did the American public react to the dropping of the atomic bomb? a. Most people hated the use of the bomb and sent their support, human and economic, to Japan. b. They despised Trumans decision. c. At first there was a general acceptance of the attack, but it was later criticized. d. It was celebrated nationwide. e. The decision was accepted as a necessary consequence of the war and the event was not revisited. ANS: C TOP: The American Dilemma DIF: Moderate REF: Full p. 889 | Seagull p. 901 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Compare and contrast the democratic and antidemocratic impulses in Progressivism. Why did millions of American farm families migrate westward from 1900 to 1910? a. The demand for skilled labor declined in twenty-one of the nations largest cities. b. Solar technology was successfully implemented in the American Southwest. c. The availability of free land meant more opportunities for commercial farming in the West. d. Population growth on the Atlantic Seaboard made eastern farmland increasingly scarce. e. They looked for states with low property taxes and less union power. ANS: C TOP: An Urban Age and a Consumer Society DIF: Moderate REF: Full p. 681 | Seagull p. 694 MSC: Understanding OBJ: 1. Explain why the city was so central a place for the Progressive movement in the United States.

Q: An all-encompassing system of white domination in the South was achieved through a. barring blacks from ever entering whites only railroad cars. b. an exodus of over 90 percent of African-Americans northward. c. businesses serving whites before blacks. d. a growing number of white immigrants from Europe. e. refusing business to black customers. ANS: C TOP: The Segregated South DIF: Moderate REF: Full p. 653 | Seagull pp. 665666 MSC: Understanding OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: Which of the following statements measures the effectiveness of the plan to disenfranchise blacks? a. Republicans won the 1896 presidential election. b. Not until the mid-twentieth century did black women gain voting rights. c. As late as 1940, a very low percentage (3 percent) of adult black southerners were registered to vote. d. During the Progressive era, black people were barred from participating in political debates e. By 1920, more blacks lived in cities than in rural areas. ANS: C TOP: The Segregated South DIF: Moderate REF: Full p. 652 | Seagull p. 663 MSC: Analyzing OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: By the end of the nineteenth century, African-American men in the South a. were limited to holding local offices. b. were forced out of politics. c. continued to hold elective office with no restrictions. d. joined the Democratic Party. e. supported the redrawing of congressional district lines. ANS: B TOP: The Segregated South DIF: Difficult REF: Full p. 651 | Seagull pp. 662663 MSC: Understanding OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: How did black women challenge the racial ideology of the Jim Crow South? a. They formed their own secret militant organization. b. They used their positions in domestic service for sabotage, pilfering, and revenge. c. They insisted on the equal respectability of black women by working for racial uplift. d. They stressed the supremacy of their men to counter claims that black families lacked patriarchal order. e. African-American womens organizations established gun clubs and shooting ranges to improve their skills at self-defense. ANS: C TOP: The Segregated South DIF: Moderate REF: Full p. 651 | Seagull pp. 662663 MSC: Analyzing OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: Why did the Populist movement energize thousands of American women? a. because the Populists supported womens suffrage b. because men were not interested in its platform c. because it was the only coalition that allowed women to rally d. because it promised to give women good jobs once Populist candidates were in office e. because the women were paid to participate ANS: A TOP: The Populist Challenge DIF: Moderate REF: Full p. 644 | Seagull p. 655 MSC: Understanding OBJ: 1. Understand the origins and significance of Populism.

Q: Which of the following ideas accurately summarizes Saum Song Bos response toward the construction of the Statue of Liberty in American Missionary (October 1885)? a. The Statue of Liberty is misleading as a symbol of freedom due to the discrimination that the Americans and the French have shown the Chinese. b. The Statue of Liberty represents the endless opportunities afforded to immigrants to the United States from all over the world. c. The Statue of Liberty revolutionized construction techniques and should be celebrated for the way it impacted urban centers across the United States. d. The United States government spent far too much money on the Statue of Liberty and instead should have invested in public education. e. The construction of the Statue of Liberty underscored the equality with men that most women enjoyed in the United States after the Civil War. ANS: A TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 625 | Seagull p. 637 MSC: Moderate OBJ: 2. Illustrate how the economic development of the Gilded Age affected American freedom.

Q: The Indian victory at the Little Bighorn a. was typical at the time. b. only temporarily delayed the advance of white settlement. c. brought an end to the hostilities. d. came after an unprovoked attack by Indians. e. resulted in no U.S. Army casualties. ANS: B TOP: The Transformation of the West DIF: Moderate REF: Full p. 623 | Seagull p. 635 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: By 1880, Chinese immigrants to the West a. concentrated in California, where they made up over half of the farmworkers. b. were seasonal workers moving back and forth between the two coasts. c. worked exclusively in the western gold fields. d. tended to purposefully cut all ties with their families in China. e. faced little discrimination because the area had had a large Chinese presence for almost a century. ANS: A TOP: The Transformation of the Westnce DIF: Moderate REF: Full p. 621 | Seagull pp. 632 MSC: Remembering OBJ: 4. How was the West transformed economically and socially in this period?

Q: Why was the Hollywood version of the western cowboy based more on fantasy than reality? a. Railroad expansion before the Civil War had eliminated the need for cattle drives from Texas. b. Most cowboys were low-paid workers, some of whom even went on strike for higher wages. c. By the time of the Civil War, most open-range longhorns had been killed by disease and harsh winters. d. Clothing such as wide-brimmed hats and boots were twentieth-century inventions of writers and movie producers. e. Many worked as cowboys for a short time before moving on to other employment. ANS: B TOP: The Transformation of the Westt DIF: Difficult REF: Full p. 618 | Seagull p. 630 MSC: Analyzing OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: How did the displacement of native peoples in Australia differ from the experience of Indians in the American West? a. Aboriginals were gathered together into centralized areas set aside by the government. b. White diseases decimated Aboriginals. c. Government policy orchestrated the removal of Aboriginal children from their homes for official adoption by whites. d. Aboriginals were subject to cultural reconstruction. e. Aboriginals were well compensated for their land. ANS: C TOP: The Transformation of the West DIF: Moderate REF: Full p. 618 | Seagull p. 628 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: How did expanding agricultural production in places like Argentina and the American West lead to the migration of rural populations to cities? a. Increasing output in the countryside created a new prosperity that allowed rural populations to travel. b. As the growing agricultural output attracted ever-larger numbers of immigrants to the countryside, the older generations of rural settlers left for the cities. c. Increasing output worldwide pushed down the prices of farm products, making it more difficult for farmers to make ends meet. d. New production methods that were at the heart of growing farm productivity alienated many rural folks familiar with traditional farming practices. e. Peasants made such tidy profits in agriculture that they could afford to move to cities. ANS: C TOP: The Transformation of the West DIF: Difficult REF: Full p. 617 | Seagull pp. 629 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: What did Native Americans have in common with the Zulu of South Africa and the aboriginal people in Australia? a. They belonged to some of the most ancient agricultural civilizations in the world. b. They all looked to central governments for protection and assistance in their struggle against white supremacist settlers. c. They found themselves pushed aside by a centralizing government trying to control large interior regions. d. They all saw themselves pulled into the vicious debt cycle that accompanied cotton sharecropping. e. Both groups saw such little chance at advancing in civil rights that they resorted to emigration. ANS: C TOP: The Transformation of the West DIF: Difficult REF: Full p. 614 | Seagull p. 627 MSC: Analyzing OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: Who was Frederick Jackson Turner? a. an economist b. a social reformer c. a historian d. a cattle ranching baron e. a preacher ANS: C TOP: The Transformation of the West DIF: Difficult REF: Full p. 614 | Seagull p. 626 MSC: Remembering OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Subjects