Q&A Hero

Q: The Four Freedoms a. were considered by President Roosevelt as essential human freedoms. b. represented all that was wrong with the world. c. defended American neutrality during World War II. d. included freedom of contract. e. referred to World War I events. ANS: A TOP: Introduction DIF: Easy REF: Full p. 851 | Seagull p. 861 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Which statement about the Pearl Harbor attack is true? a. Franklin Roosevelt knew the details of the Pearl Harbor attack well in advance of its occurrence. b. It was a surprise attack by the Japanese. c. It was launched after an agreement was struck between the Japanese and Germans. d. The United States did everything in its power to try to prevent this attack. e. Japanese-Americans set off explosives on U.S. naval vessels. ANS: B 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: Growth in the South and West during World War II was sparked by a. the technology industry. b. tranquility. c. agricultural expansion. d. road construction. e. military industrial growth. ANS: E TOP: Introduction DIF: Easy REF: Full p. 851 | Seagull p. 862 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: President Roosevelt approached foreign relations with Latin America differently from previous administrations. In which way was his approach different? a. He preferred to establish cultural relations. b. He formed puppet governments in all Central and South American countries. c. He intended to conquer the region. d. He cut all ties with the region. e. He sent undercover agents to spy on Latin American leaders. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full p. 852853 | Seagull 864865 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: In 1940, the cash and carry plan a. allowed Great Britain to purchase U.S. arms on a restricted basis. b. allowed Germany to purchase U.S. arms on a restricted basis. c. allowed Japan to purchase U.S. arms on a restricted basis. d. allowed all belligerents to purchase U.S. arms on a restricted basis. e. was voted down by Congress. ANS: A 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: 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: What was the reaction to Trumans decision to drop atomic bombs on Japan? a. Most of the world condemned the bombing. b. The Soviet Union encouraged the United States to drop more atomic weapons. c. The United Nations urged a boycott of U.S. exports. d. Few people criticized Trumans decision. e. Hitler wanted the United States to drop atomic bombs on the Soviet Union. ANS: D TOP: The End of the War DIF: Difficult REF: Full p. 884 | Seagull p. 900 MSC: Remembering OBJ: 5. Explain how the end of the war began to shape the postwar world.

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: Explain how the end of the war began to shape the postwar world. Multiple Choice Before World War II started, how could Franklin Roosevelts actions toward Germany best be described? a. belligerent and warlike b. timid and then belligerent c. concerned but cautious d. oblivious and carefree e. confused and scared ANS: C TOP: Fighting World War II DIF: Moderate REF: Full p. 850 | Seagull pp. 865866 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: According to the book An American Dilemma, written by Gunnar Myrdal, who should take the lead in ending racial discrimination? a. blacks b. the federal government c. social organizations d. socialists e. journalists ANS: B TOP: The American Dilemma DIF: Difficult REF: Full p. 885 | Seagull p. 897 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Which of the following is true of the Yalta conference in 1945? a. Stalin agreed to allow free and unfettered elections in postwar Poland. b. The Yalta agreement was the high point of tension between the United States and the Soviet Union. c. Roosevelt and Churchill prohibited Soviet postwar control of the Baltics. d. Stalin agreed to leave southern and eastern Europe out of the Soviet sphere. e. Stalin refused to enter the war against Japan. ANS: A TOP: The End of the War DIF: Moderate REF: Full p. 889 | Seagull p. 901 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: What made it so difficult for the United States to reject the demands of Joseph Stalin for establishing a Soviet sphere in eastern Europe? a. Roosevelt realized the sacrifices the Soviets had made in their victory on the eastern front. b. The Soviet Union had long feared the aggressive governments of eastern Europe. c. It was hard for Roosevelt to distinguish between eastern European Slavs and Russian-speaking Soviets. d. Since the United States wanted to create a similar sphere of influence in western Europe, Stalins request could hardly be denied. e. Virtually all of the eastern European territories in question had once been part of the Russian empire. ANS: A TOP: The End of the War DIF: Difficult REF: Full p. 885 | Seagull p. 900 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Who did the Bretton Woods conference position as the worlds financial leader after World War II? a. the United States b. Japan c. Germany d. Great Britain e. the Soviet Union ANS: A TOP: The End of the War DIF: Easy REF: Full p. 891 | Seagull pp. 901902 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: What accounted for the tension between Great Britain and the United States at the Yalta conference? a. Churchill resented Roosevelts private meetings with Stalin over proposed divisions of conquered Japanese territory in the Far East. b. Churchill did not agree with Roosevelts proposal to have the Soviet Union join the war against Japan. c. Churchill and Roosevelt disagreed over the future status of Britains overseas colonies. d. Churchill resented an early suggestion by Roosevelt to allow communism in postwar Europe if the people supported it by popular referendum. e. Roosevelt and Churchill disagreed on the best method to set colonies on the road to independence. ANS: C TOP: The End of the War DIF: Moderate REF: Full p. 885 | Seagull p. 901 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: The ideals and language discussed during the fighting of World War II set the foundation for future discussions about which of the following? a. human rights b. gender equality c. freedom of speech d. liberty of labor e. the free-market economy ANS: A TOP: The American Dilemma DIF: Moderate REF: Full p. 891 | Seagull p. 904 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world. Matching Test 1 ___ 1. Wendell Willkie ___ 2. A. Philip Randolph ___ 3. Francisco Franco ___ 4. Gunnar Myrdal ___ 5. Winston Churchill ___ 6. Henry Luce ___ 7. Joseph Stalin ___ 8. Norman Rockwell ___ 9. Friedrich Hayek ___ 10. Harry Truman ___ 11. Charles H. Wesley ___ 12. Adolf Hitler a. Spanish Civil War b. The American Century c. An American Dilemma d. ordered the use of the atomic bombs e. One World f. What the Negro Wants g. The Road to Serfdom h. Britains prime minister i. German leader j. American painter k. Soviet leader l. Executive Order 8802

Q: The Bretton Woods conference created the framework for what? a. the postwar capitalist economic system b. successfully dismantling the gold standard c. foreign diplomacy d. the abolition of free international trade e. the creation of the United Nations ANS: A TOP: The End of the War DIF: Moderate REF: Full pp. 885886 | Seagull p. 901 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Explain the steps that led to American participation in World War II. Who painted the Four Freedoms paintings that appeared in the Saturday Evening Post? a. Norman Rockwell b. Frida Kahlo c. Eleanor Roosevelt d. Dorothea Lange e. Isaac Soyer ANS: A TOP: Cultural History | Introduction DIF: Easy REF: Full p. 847 | Seagull p. 862 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: What did the members of the new United Nations Security Council all have in common? a. They all were in control of nuclear bombs. b. They were all part of the allies that won World War II. c. They were the wealthiest nations at the time. d. They all had suffered the fewest casualties and financial losses during the war. e. They all were Western industrialized nations. ANS: B TOP: The End of the War DIF: Difficult REF: Full p. 886 | Seagull p. 902 MSC: Applying OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Examine the ways the United States mobilized economic resources and promoted popular support for the war effort. The Four Freedoms traveling exhibition resulted in what? a. more rights for black Americans b. a declaration of war on Germany c. a refuge for Holocaust survivors d. the purchase of millions of dollars of war bonds e. a fund-raising campaign for wounded veterans ANS: D TOP: Cultural History | Introduction DIF: Moderate REF: Full p. 847 | Seagull p. 862 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: The Manhattan Project a. was kept a secret from the entire executive branch except President Roosevelt and Vice President Truman. b. enabled the development of an atomic weapon based on the theories of German scientists involving energy and matter. c. was operated jointly by the United States and Great Britain. d. produced an atomic bomb that was successfully tested before FDRs death in 1945. e. involved the rapid construction of the Pentagon as a new defense headquarters. ANS: B TOP: The End of the War DIF: Easy REF: Full p. 883 | Seagull p. 899 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: The principles of freedom embodied by the 1941 Atlantic Charter a. inspired Britain and France to abandon their overseas colonies after the war. b. reflected the idea of a global extension of the New Deal that would improve the quality of life for people all over the world. c. were initially embraced by Stalin after the Nazi invasion of the Soviet Union. d. advocated for racial equality in all nations, including the United States. e. included all of Roosevelts four freedoms. ANS: B TOP: The End of the War DIF: Moderate REF: Full pp. 886887 | Seagull pp. 902903 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

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: Why did the United States drop an atomic bomb on Hiroshima? a. The invasion of Japan was certain to cost as many as 250,000 American lives. b. There was no indication that Japan was at all willing to surrender. c. With the Soviet Union out of the war, the United States was to face the defeat of Japan on its own. d. Since the nation had spent many millions developing the weapon, it was going to use it. e. Hiroshima was a central site of weapons production in the Japanese empire. ANS: D TOP: The End of the War DIF: Moderate REF: Full p. 884 | Seagull p. 899 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: During World War II, how did Mahatma Gandhi, the Indian leader, characterize the United States and Great Britain? a. as the best financial leaders b. as being weak c. as socialists d. as selfless e. as hypocritical ANS: E TOP: The End of the War DIF: Moderate REF: Full p. 887 | Seagull p. 903 MSC: Remembering OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: In Korematsu v. United States, the Supreme Court a. deemed Japanese internment unconstitutional. b. upheld the legality of Japanese internment. c. deemed loyalty oaths constitutional. d. barred Japanese-Americans from serving in the U.S. military. e. apologized for Japanese internment. ANS: B TOP: The American Dilemma DIF: Moderate REF: Full pp. 876877 | Seagull p. 892 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: In the case of Korematsu v. United States (1944), Robert Jackson wrote a dissent arguing that a. an order applying only to Japanese descendants was constitutional. b. Korematsu was not a U.S. citizen. c. Korematsu was not loyal to the United States. d. guilt is personal and not inheritable. e. Korematsu needed to present himself for internment. ANS: D TOP: Who Is an American? DIF: Moderate REF: Full p. 880 | Seagull p. 893 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The status of blacks during World War II a. strengthened somewhat after the Red Cross reversed its long-standing policy against mixing blood from whites and blacks in its blood banks. b. changed dramatically, particularly in the South, after a federal anti-lynching law was finally passed. c. was not affected by Roosevelts denunciation of any race of people claiming the right to be master over another. d. not always improved in northeastern cities, despite the promise of better economic opportunity through wartime jobs. e. changed when the army placed black recruits into desegregated units around the world. ANS: D TOP: The American Dilemma DIF: Moderate REF: Full p. 877 | Seagull p. 893 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: How did Justice Robert Jackson compare a military order to a court decision in the case of Korematsu v. United States? a. He argued that a judicial decision lasts longer than a military order and decides the extent of the Constitution. b. He argued that military orders were more important and urgent than court decisions. c. He believed military orders and judicial decisions were equally important. d. He considered that citizens were obliged to comply with court orders in the same way that soldiers followed their superiors. e. He believed there was no valid point of comparison between the two because they applied to different jurisdictions. ANS: A TOP: Who Is an American? DIF: Moderate REF: Full p. 880 | Seagull p. 893 MSC: Applying OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: During World War II, African-Americans a. experienced full equality before the law. b. witnessed the end of Jim Crow laws. c. served in integrated units in the armed forces. d. received equal access to the GI Bill of Rights benefits. e. witnessed the birth of the modern civil rights movement. ANS: E TOP: The American Dilemma DIF: Moderate REF: Full p. 878 | Seagull p. 894 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: According to Gunnar Myrdal, Americas dilemma was a conflict between a. Americas rhetoric at home and its foreign policy abroad. b. American values and American racial policies. c. American business ethos and American labor unions. d. Americas isolationism and Germanys aggression. e. American liberalism and American conservatism. ANS: B TOP: The American Dilemma DIF: Difficult REF: Full p. 880 | Seagull p. 897 MSC: Analyzing OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The 1943 Texas Caucasian RaceEqual Privileges resolution a. specified that Japanese-Americans interned in that state were not allowed to use the same public accommodations as whites. b. allowed Mexicans equal treatment in public accommodations, while still segregating blacks. c. stated that German POWs being held in the state could be allowed to enjoy the same public accommodations as whites. d. segregated blacks and Mexicans from all public accommodations. e. granted equal privileges to all Texans, regardless of race. ANS: B TOP: The American Dilemma DIF: Difficult REF: Full p. 874 | Seagull p. 887 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Which of the following statements is true of African-American experiences during World War II? a. Many northern black draftees were sent to the South for training, where they encountered deep respect. b. When World War II began, the air force and marines had no black members. c. The GI Bill helped African-Americans even more than their white counterparts. d. Over 1 million blacks served in the armed forces during World War II, many in the first desegregated units in modern military history. e. African-Americans were employed primarily in combat roles rather than support roles. ANS: B TOP: The American Dilemma DIF: Moderate REF: Full p. 878 | Seagull pp. 893894 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: How did the struggle against Nazi tyranny discredit racial inequality in the United States? a. Germanys Nazi leaders, it turned out, had entertained a romanticized fascination with the Confederacy. b. African-Americans had borne the brunt of the fight against German troops and demonstrated that they were the master race. c. The exceptional cruelty American soldiers exercised against Germans had sobered Americans on the idea that they were a master race. d. The contradictions between the principle and practice of freedom in the actual status of African-Americans came to the forefront during the war. e. American soldiers had universally demonstrated restraint and civility in their combat operations against their enemies, especially in the Pacific. ANS: D TOP: The American Dilemma DIF: Difficult REF: Full p. 881 | Seagull p. 897 MSC: Applying OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: During World War II, Native Americans a. served in the military and worked in war production. b. prospered, especially those on reservations. c. were eligible for GI Bill benefits only if living on reservations. d. became more isolated within American society. e. collaborated with the Japanese. ANS: A TOP: The American Dilemma DIF: Easy REF: Full p. 874 | Seagull pp. 887, 890 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The Fair Employment Practices Commission a. applied only to Mexican immigrants working in war production. b. was the first federal agency since Reconstruction to advocate equal opportunity for blacks. c. fined those employers who discriminated against blacks. d. was criticized by the black press. e. was administered by A. Philip Randolph. ANS: B TOP: The American Dilemma DIF: Moderate REF: Full p. 878 | Seagull pp. 894895 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Black internationalism during World War II a. was a new movement with no historical antecedents. b. was a complete rejection of Marcus Garveys political ideals. c. was rejected by W. E. B. Du Bois. d. connected the plight of black Americans to that of people of color worldwide. e. supported colonial rule if it followed the principles of the New Deal. ANS: D TOP: The American Dilemma DIF: Moderate REF: Full p. 881 | Seagull p. 897 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Which of the following statements is NOT true of the Asian-American experience during World War II? a. Complete prohibition of Chinese immigration to the United States ended. b. A view of the Chinese emerged as gallant fighters against the aggressive Japanese. c. Executive Order 9066 fully integrated Asian-Americans into U.S. Army units serving overseas. d. Chinese-Americans worked alongside whites in jobs on the home front. e. Japanese-Americans were viewed with suspicion as potential spies. ANS: C TOP: The American Dilemma DIF: Easy REF: Full pp. 874875 | Seagull p. 890 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The double-V campaign was a. the Allied war efforts in Europe and Asia. b. the effort to end discrimination against Mexican immigrants and blacks. c. womens struggle for acceptance as industrial workers and mothers. d. the effort to end discrimination against blacks while fighting fascism. e. not supported by the NAACP. ANS: D TOP: The American Dilemma DIF: Moderate REF: Full p. 879 | Seagull p. 895 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: What was the single largest battle ever fought by the U.S. Army? a. the Battle of Normandy b. the invasion of Berlin c. the Battle of Stalingrad d. the Battle of the Bulge e. the Battle of Midway Island ANS: D TOP: The End of the War DIF: Moderate REF: Full p. 882 | Seagull p. 898 MSC: Remembering OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Why did Executive Order 9066 not apply to persons of Japanese descent living in Hawaii? a. In the wake of the U.S. Navys defeat at Pearl Harbor, it was the Japanese that governed Hawaii. b. The number of Japanese-Americans in Hawaii was so insignificant that the order seemed irrelevant. c. Since nearly 40 percent of the population was of Japanese descent, the evacuation order would have been impractical. d. Most persons of Japanese descent in Hawaii actually served in military units. e. At the time, the federal government did not yet have such jurisdiction over its territorial possessions. ANS: C TOP: The American Dilemma DIF: Difficult REF: Full p. 875 | Seagull p. 891 MSC: Analyzing OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: How did the promise of freedom in the postwar years differ for black and white Americans? a. African-Americans wanted a return to the New Deal; white Americans wanted the unregulated free market. b. African-Americans wanted churches to rein in individual freedom, while white Americans embraced consumer individualism. c. For white Americans, freedom was a position to be defended; for African-Americans, it was a goal to be achieved. d. White Americans thought of freedom exclusively in terms of property rights; African-Americans thought of it exclusively in terms of civil rights. e. African-Americans considered freedom the ability to travel overseas, while white Americans equated freedom with homeownership. ANS: C TOP: The American Dilemma DIF: Difficult REF: Full p. 879 | Seagull p. 895 MSC: Analyzing OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Which statement about the Japanese-American internment is correct? a. The press fought the policy of internment fiercely. b. The Supreme Court tried to intervene. c. Japanese-Americans in Hawaii were hardest hit by the policy. d. Japan used it as proof that America was racist toward nonwhite people. e. Once their loyalty was proven, they were free to leave. ANS: D TOP: The American Dilemma DIF: Easy REF: Full p. 876 | Seagull p. 892 MSC: Analyzing OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Korematsu was a. born in Japan. b. married to an American citizen. c. the son of Chinese immigrants. d. visiting the United States. e. an American citizen. ANS: E TOP: Who Is an American? DIF: Moderate REF: Full p. 880 | Seagull p. 893 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The Scottsboro case a. reflected the racism that was prevalent in the South during the 1930s. b. was refused a hearing by the Supreme Court. c. was publicized by the Industrial Workers of the World. d. established legal principles that greatly restricted the definition of civil liberties. e. represented progress in the cause of civil rights for African-Americans. ANS: A TOP: A New Conception of America DIF: Moderate REF: Full p. 839 | Seagull pp. 854855 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: What ended the Great Depression? a. New Deal programs b. the rebound of the stock market c. World War II spending d. laissez-faire government e. a bailout by J. P. Morgan ANS: C TOP: A New Conception of America DIF: Moderate REF: Full p. 843 | Seagull p. 859 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: The Popular Front a. was the Democratic Partys campaign slogan in the 1930s. b. was a conservative challenge to New Deal liberalism. c. was a political and cultural movement associated with the Communist Party. d. was created when the Communist Party was absorbed by the Democrats. e. arose in response to the rise of fascism in America. ANS: C TOP: A New Conception of America DIF: Moderate REF: Full p. 836 | Seagull pp. 852853 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: The 1930s witnessed a. the inclusion of nonwhites in American politics. b. the revival of feminism. c. the demise of the Communist Party. d. the cultural inclusion of white ethnic groups. e. the violent exclusion of the other. ANS: D TOP: A New Conception of America DIF: Moderate REF: Full p. 840 | Seagull p. 852 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: How did labor militancy change the ways in which civil liberties were conceived? a. The idea of labor rights became a reality that needed to be translated into laws. b. The federal government became the protector of freedom of expression as private groups intended to infringe those rights. c. Militancy became compulsory for all employees. d. Employers started to give more benefits to employees, including paid vacations. e. The federal government decided to let labor relations be negotiated between individuals and private businesses alone. ANS: B TOP: A New Conception of America DIF: Moderate REF: Full p. 844 | Seagull p. 856. MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: How did the government under the New Deal approach the precarious and poor conditions in which migrant laborers lived? a. It provided immigrants with Social Security benefits. b. It helped them move into good homes. c. It handed them food stamps. d. It did not do much about them. e. It subsidized some of their spending. ANS: D TOP: The Limits of Change DIF: Moderate REF: Full pp. 836837 | Seagull pp. 848849 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: During the 1930s, what was one way Franklin Roosevelts administration approached civil liberties? a. The Department of Justice added a Civil Liberties Unit. b. Through HUAC, the administration cracked down on the Communist Party. c. The president exposed communists in Hollywood. d. The administration encouraged businesses not to hire Japanese immigrants. e. Civil lawsuits were encouraged to protect civil liberties. ANS: A TOP: A New Conception of America DIF: Difficult REF: Full p. 840 | Seagull p. 856 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: Which of the following underlying problems did the New Deal fail to address? a. poverty b. unemployment c. racial inequality d. lack of political participation e. the unregulated stock market ANS: C TOP: A New Conception of America DIF: Moderate REF: Full p. 847 | Seagull p. 858 MSC: Applying OBJ: 5. Analyze how the New Deal benefits applied to women and minorities. Matching Test 1 ___ 1. Frances Perkins ___ 2. Harold Ickes ___ 3. John Lewis ___ 4. Upton Sinclair ___ 5. Huey Long ___ 6. Franklin Roosevelt ___ 7. Mary McLeod Bethune ___ 8. Eleanor Roosevelt ___ 9. John Collier ___ 10. Alfred Landon ___ 11. Martha Graham ___ 12. John Steinbeck a. end poverty in California b. black educator c. Secretary of the Interior d. CIO e. Commissioner of Indian Affairs f. Secretary of Labor g. Popular Front dancer h. Republican presidential candidate i. court-packing plan j. wrote about migrant workers k. Share Our Wealth movement l. organized a Marian Anderson concert

Q: How did the Popular Front influence American society? a. It made the Republican Party more progressive. b. It reinforced segregation. c. It reinforced anti-immigrant feelings. d. It promoted a government that did not regulate. e. It challenged the status quo in society. ANS: E TOP: A New Conception of America DIF: Moderate REF: Full pp. 836837 | Seagull pp. 853854 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: In 1938, Congress established the House Un-American Activities Committee, which a. was part of the expanded notion of civil liberties under the New Deal. b. included liberals and unionists in its definition of un-American. c. focused on fascism and ultranationalists. d. focused on racism and white supremacy in the South. e. focused only on communists. ANS: B TOP: A New Conception of America DIF: Difficult REF: Full p. 841 | Seagull p. 856 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: Mexican-Americans were urged by local authorities to leave the country. What other groups of immigrants were also encouraged to leave the U.S.? a. Filipino b. Italians c. Spaniard d. Puerto Ricans e. Cubans ANS: A TOP: The Limits of Change DIF: Moderate REF: Full p. 837 | Seagull p. 849 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: Why did southern Democrats start to pull support from the New Deal in the late 1930s? a. The Souths economy was the most robust in the United States. b. These leaders feared union membership would increase in the South. c. They thought Franklin Roosevelt was too friendly toward Nazi Germany. d. Southern leaders hoped to terminate segregation on its own terms. e. Most rural southern homes had gained electricity. ANS: B TOP: A New Conception of America DIF: Moderate REF: Full p. 841 | Seagull pp. 857858 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: What did the Filipino Repatriation Act offer Filipinos? a. a monthly payment to those willing to work for the government b. citizenship c. free housing d. agricultural jobs e. free transportation to those who wanted to get back to the Philippines ANS: E TOP: The Limits of Change DIF: Moderate REF: Full p. 837 | Seagull p. 849 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: Following the 1938 elections, a new coalition came to control Congress. It consisted of what groups? a. rural western and southern politicians b. immigrants from western and eastern Europe c. southern Republicans and southern Democrats d. southern Democrats and northern Republicans e. wealthy Catholic and Protestant politicians from New England ANS: D TOP: A New Conception of America DIF: Moderate REF: Full p. 841 | Seagull p. 858 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: What was the focus of Hollywood films such as Mr. Deeds Goes to Town and Mr. Smith Goes to Washington? a. an antihero who dropped out of society b. ghosts that haunted cities c. the fight against communism d. a hero that defeated corruption e. exposing Nazism ANS: D TOP: A New Conception of America DIF: Moderate REF: Full p. 838 | Seagull p. 853 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: What type of image grew in popularity among painters and writers during the 1930s? a. the lives of ordinary people leading their ordinary lives b. the richness of the country c. poverty d. modernization e. the industrial vanguard the United States represented ANS: A TOP: A New Conception of America DIF: Moderate REF: Full p. 842 | Seagull p. 853 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: What was Martha Grahams 1938 modern dance masterpiece called? a. The Gettysburg Address b. Voices of Freedom c. The Declaration of Independence d. The Liberty Bell e. American Document ANS: E TOP: A New Conception of America DIF: Difficult REF: Full p. 838 | Seagull p. 854 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: The New Deal will be remembered in American history a. as a set of public policy initiatives that forever changed American prosperity. b. as more powerful in scope than future European welfare states. c. for recasting the idea of freedom to include a public guarantee of economic security. d. as the key factor in Franklin D. Roosevelts deep unpopularity with the majority of the American people by 1940. e. as a bold and largely unsuccessful experiment in state-sponsored socialism. ANS: C TOP: A New Conception of America DIF: Moderate REF: Full pp. 842843 | Seagull pp. 858859 MSC: Applying OBJ: 4. Assess the ways in which the New Deal recast the meaning of American freedom.

Q: Why did Roosevelts Republican challenger, Alfred Landon, fail in his bid for the presidency in 1936? a. His traditional urban Catholic constituency considered him too radical. b. The Republican establishment thought him too much like Roosevelt for their taste. c. He had made the mistake of relying on the organizational skills of the conservative AFL. d. He faced a powerful new political coalition that would deliver Republicans plenty of defeats for the next few decades. e. As a Kansas native, he could not win the coastal population centers. ANS: D TOP: A Reckoning with Liberty DIF: Difficult REF: Full p. 827 | Seagull p. 841 MSC: Analyzing OBJ: 4. Assess the ways in which the New Deal recast the meaning of American freedom.

Q: How did the government try to prevent the rise of women in the workforce during the Depression? a. State and local governments prohibited the hiring of women whose husbands did not earn a living wage. b. New Deal programs such as Social Security established quotas for the distribution of benefits to working women. c. Legislation banned both members of a married couple from holding federal jobs. d. Employers needed to obtain permits to hire women. e. Women were publicly shamed and spat at for working for wages. ANS: C TOP: The Limits of Change DIF: Moderate REF: Full p. 830 | Seagull p. 846 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: In the mid-1930s, what did the umbrella term the left describe? a. Nazis, Marxists, and Republicans b. socialists, communists, labor radicals, and New Deal liberals c. immigrants, farmers, and factory workers d. those left (west) of the Mississippi River e. anarchists, intellectuals, and artists ANS: B TOP: A New Conception of America DIF: Easy REF: Full p. 836 | Seagull p. 852 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: What was the focus of the 1936 election? a. whether Herbert Hoover should be reelected despite the Great Depression b. the impending war and the aggression of Nazi Germany c. the Japanese invasion of Manchuria in China d. Franklin Roosevelts disability from polio e. whether or not liberty implied economic deregulation or equitable distribution of wealth among citizens ANS: E TOP: A Reckoning with Liberty DIF: Easy REF: Full p. 827 | Seagull p. 841 MSC: Understanding OBJ: 4. Assess the ways in which the New Deal recast the meaning of American freedom.

Q: Which of the following does NOT accurately describe a result of the southern veto? a. Southern states had an enormous impact on national policy during the Depression. b. New Deal programs largely benefited whites at the expense of blacks. c. Blacks lost the right to vote across the South. d. To maintain support in Congress, Roosevelt pursued legislation acceptable to southern Democrats. e. Southerners held key leadership positions in Congress. ANS: C TOP: The Limits of Change DIF: Easy REF: Full pp. 830831 | Seagull p. 846847 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: Why did a stigma emerge around public assistance during the New Deal years? a. Only a very few Americans actually needed government assistance during the Great Depression. b. Black workers were relegated to the least generous assistance programs, with discriminatory eligibility standards administered by states. c. New Deal work programs helped restore economic prosperity relatively quickly, leaving only the least qualified long-term unemployed behind. d. By the middle of the 1930s, more and more Americans came to associate New Deal assistance programs with similar government help offered in Nazi Germany. e. Despite his successes, Roosevelt remained deeply unpopular with Americans, who hated themselves for depending on his programs. ANS: B TOP: The Limits of Change DIF: Difficult REF: Full p. 831 | Seagull p. 847 MSC: Applying OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: Why did FDR try to change the balance of power on the Supreme Court? a. He feared the Supreme Court might invalidate the Wagner and Social Security Acts. b. He was worried about being able to run for a third term as president. c. He needed the Courts support for upcoming war measures against Germany. d. He feared that the Supreme Court might invalidate the National Recovery Act or the Agricultural Adjustment Act. e. He feared that the Supreme Court might deem sit-down strikes unconstitutional. ANS: A TOP: A Reckoning with Liberty DIF: Difficult REF: Full pp. 827828 | Seagull p. 841 MSC: Analyzing OBJ: 4. Assess the ways in which the New Deal recast the meaning of American freedom.

Q: Which of the following statements is true of the Indian New Deal? a. It ended the policy of forced assimilation. b. It reinforced federal authority over Indian affairs. c. It continued the policy of the Dawes Act. d. It replaced schools on reservations with boarding schools. e. It allowed reservations access to irrigated water from the Grand Coulee Dam. ANS: A TOP: The Limits of Change DIF: Difficult REF: Full p. 832 | Seagull p. 848 MSC: Analyzing OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: After the Court-packing attempt, how did the change in the jurisprudence of the U.S. Supreme Court affect American life? a. Changing sentiments in the U.S. Supreme Court led to the erosion of the Wagner Act. b. The newfound resolve of the U.S. Supreme Court meant a restoration of the National Recovery Act. c. The new lineup in the U.S. Supreme Court meant that Roosevelt had to abandon plans for universal health care. d. The new political climate in the U.S. Supreme Court meant that a federal child labor ban could stand constitutional muster. e. A chastised Supreme Court began to focus on securing constitutional protections for a burgeoning civil rights movement. ANS: D TOP: A Reckoning with Liberty DIF: Difficult REF: Full p. 828 | Seagull p. 844 MSC: Applying OBJ: 4. Assess the ways in which the New Deal recast the meaning of American freedom.

Q: The Fair Labor Standards Act instituted which of the following changes? a. deregulated goods produced by child labor from interstate commerce b. established the fifty-hour workweek c. abolished the minimum wage d. required overtime pay e. deregulated working conditions ANS: D TOP: A Reckoning with Liberty DIF: Moderate REF: Full p. 828 | Seagull p. 844 MSC: Understanding OBJ: 4. Assess the ways in which the New Deal recast the meaning of American freedom.

Q: What prompted as many as 200,000 American citizens to leave the country during the Great Depression? a. They sought exile in the Soviet Union, where they hoped economic planning would bring about prosperity more quickly. b. They returned to their home countries in Europe, frustrated with the lack of economic opportunity in the United States. c. Some children had little choice, as they went with their Mexican-born parents to Mexico. d. These Americans often traveled to Latin America, trying to promote the policies of the New Deal. e. They deeply resented the election of Franklin D. Roosevelt. ANS: C TOP: The Limits of Change DIF: Difficult REF: Full p. 832 | Seagull p. 849 MSC: Analyzing OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: Which of the following had been a traditional belief prior to the economic theories of John Maynard Keynes? a. Balanced budgets were sacred. b. A bimetallic standard was superior to the gold standard. c. Depressions typically emerged from a consumers crisis of confidence. d. A national economy always benefited from a trade surplus. e. Deficits are not a problem, as long as they do not enlarge national debt. ANS: A TOP: A Reckoning with Liberty DIF: Difficult REF: Full pp. 828829 | Seagull pp. 844845 MSC: Understanding OBJ: 4. Assess the ways in which the New Deal recast the meaning of American freedom.

Q: When Mary McLeod Bethune remarked that the New Deal offered African-Americans a new day, she a. was referring to the successful passage of a federal anti-lynching law. b. expressed the hope for change despite discrimination in federal housing and employment. c. was referring to the growing support for black rights in the South. d. expressed her approval of New Deal policies regarding blacks. e. was referring to expanded coverage for blacks under Social Security. ANS: B TOP: The Limits of Change DIF: Difficult REF: Full pp. 833834 | Seagull p. 850 MSC: Analyzing OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: Which phrase best describes Eleanor Roosevelts tenure as First Lady? a. She was very traditional. b. She had modest goals. c. She only championed the cause of childrens health care. d. She worked hard for her husband but did not take up any causes of her own. e. She redefined the role of First Lady. ANS: E TOP: The Limits of Change DIF: Moderate REF: Full p. 829 | Seagull p. 845 MSC: Analyzing OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: How did the federal government institutionalize racism during the New Deal? a. The Wagner Act excluded African-Americans. b. The Federal Housing Administration refused to ensure mortgages in integrated neighborhoods. c. The abolition of the gold standard penalized more traditional family savings in bullion. d. The Security and Exchange Commission was staffed entirely by Anglo-Americans. e. Franklin D. Roosevelt introduced segregation to Washington, D.C., and eliminated blacks from all positions of responsibility in the federal government. ANS: B TOP: The Limits of Change DIF: Moderate REF: Full p. 834 | Seagull pp. 850851 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: What best describes New York mayor Fiorello La Guardias relationship with Franklin Roosevelt? a. Hostile; Roosevelt held back funding for New York. b. Tense; La Guardia was critical of Roosevelts anti-immigrant rhetoric. c. Mistrustful; La Guardia was a Republican. d. Pragmatic; they worked closely together on New Deal spending. e. Hopeful; both men were from New York. ANS: D TOP: A New Conception of America DIF: Moderate REF: Full pp. 835836 | Seagull p. 852 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: Which of the following statements best assesses the fate of feminism during the New Deal? a. Eleanor Roosevelts leadership helped bring about a revival of organized feminism. b. Since women in domestic service were less often fired than blue-collar male workers, feminists earned much public sympathy. c. Given the broad consensus that the job claims of male providers superseded womens, organized feminism essentially disappeared. d. The sense of failure men experienced in the workplace prompted many of them to turn to women and feminists for leadership. e. The women-friendly policies of the WPA, CCC, and CWA gave womens claim for equal pay a boost. ANS: C TOP: The Limits of Change DIF: Difficult REF: Full p. 829 | Seagull p. 846 MSC: Analyzing OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: What was the focus of the Second New Deal? a. business recovery b. sustaining mass purchasing power among the population c. promoting employment in private businesses d. aiding agricultural workers e. maintaining economic inequality ANS: B TOP: The Second New Deal DIF: Moderate REF: Full p. 824 | Seagull p. 835 MSC: Applying OBJ: 3. Examine the major initiatives of the Second New Deal and analyze the ways they differed from the First New Deal.

Q: Upton Sinclair a. represented factory owners in California. b. manipulated information to win elections. c. circulated false information about his opponent. d. won elections in 1934. e. wanted to provide jobs for the unemployed. ANS: E TOP: The Grassroots Revolt DIF: Moderate REF: Full p. 822 | Seagull p. 833 MSC: Remembering OBJ: 2. Identify the main proponents of economic justice in the 1930s and explain the measures they advocated.