Q&A Hero

Q: The Hart-Celler Act of 1965 a. only limited southern and eastern Europeans from migrating to the United States. b. abandoned the category of illegal aliens. c. lifted all caps on immigration. d. provided special provisions for Latin Americans. e. abandoned the national-origins immigration quota system. ANS: E TOP: Lyndon Johnsons Presidency DIF: Moderate REF: Full pp. 992993 | Seagull pp. 996997 MSC: Understanding OBJ: 3. Examine the purposes and strategies of Johnsons Great Society programs.

Q: What was the New Lefts greatest inspiration? a. the communist revival b. the Great Society c. preWorld War I bohemians d. the black freedom movement e. 1950s writers ANS: D TOP: Vietnam and the New Left DIF: Moderate REF: Full p. 989 | Seagull p. 1003 MSC: Remembering OBJ: 5. Analyze how the Vietnam War transformed American politics and culture.

Q: The 1963 March on Washington a. was led by women activists. b. focused on economic equality. c. showed blacks and whites marching together. d. was extremely violent. e. did not include civil rights groups. ANS: C TOP: The Civil Rights Revolution DIF: Easy REF: Full p. 984 | Seagull p. 988 MSC: Understanding OBJ: 1. Identify the major events in the civil rights movement in the early 1960s.

Q: The Bay of Pigs invasion a. demonstrated the CIA was successfully operating in Latin America. b. stopped all commercial relations with Cuba. c. restored Fulgencio Batista to power. d. was a complete failure. e. facilitated Castros invasion of the United States. ANS: D TOP: the Kennedy Years DIF: Moderate REF: Full p. 986 | Seagull p. 990 MSC: Understanding OBJ: 2. Explain the major crises and policy initiatives of the Kennedy presidency.

Q: Which of the following statements best describes the legacy of the War on Poverty? a. Its overwhelming success suggested that restoring Americans economic security was ultimately more important than securing their civil rights. b. It cemented Lyndon Johnsons reputation as one of the most popular presidents in American history. c. It transformed the condition of life in poor urban neighborhoods. d. It helped significantly reduce Americas incidence of poverty. e. It had a large effect on the infrastructure of the South. ANS: D TOP: Lyndon Johnsons Presidency DIF: Moderate REF: Full p. 984 | Seagull p. 998 MSC: Analyzing OBJ: 3. Examine the purposes and strategies of Johnsons Great Society programs.

Q: The Berlin Wall a. was built to stop the emigration from West Berlin. b. was built by the U.S. Army. c. separated Berlin from the rest of Germany. d. was a tangible symbol of Cold War dynamics. e. was supposed to be temporary. ANS: D TOP: The Kennedy Years DIF: Easy REF: Full p .986 | Seagull p. 990 MSC: Understanding OBJ: 2. Explain the major crises and policy initiatives of the Kennedy presidency.

Q: Blacks hopes for social justice mainly rested on a. the federal government. b. local governments. c. civic institutions. d. the international community. e. local businesses. ANS: A TOP: The Civil Rights Revolution DIF: Moderate REF: Full p. 985 | Seagull p. 983 MSC: Understanding OBJ: 1. Identify the major events in the civil rights movement in the early 1960s.

Q: The Cuban Missile Crisis a. strengthened Kennedys position regarding the Cold War. b. started when Moscow informed Washington they it installed missiles in Cuba. c. ended with the Castro-Kennedy agreement. d. ended when the Soviet Union agreed to dismantle the missiles it had installed in Cuba. e. led to televised and open negotiations between Nikita Khrushchev and John F. Kennedy. ANS: D TOP: The Kennedy Years DIF: Difficult REF: Full p. 986 | Seagull pp. 990991 MSC: Analyzing OBJ: 2. Explain the major crises and policy initiatives of the Kennedy presidency.

Q: To combat communism, one of John Kennedys first acts was to a. enhance diplomatic talks with the Soviet Union. b. promote the production of the hydrogen bomb. c. destroy nuclear weapons. d. create the Peace Corps. e. increase military spending. ANS: D TOP: The Kennedy Years DIF: Moderate REF: Full p. 985 | Seagull p. 989 MSC: Remembering OBJ: 2. Explain the major crises and policy initiatives of the Kennedy presidency.

Q: What did the Kerner Report cite as the cause of urban riots in the 1960s? a. an influx of immigrants b. segregation and poverty c. environmental issues d. crack cocaine abuse e. education ANS: B TOP: The Changing Black Movement DIF: Difficult REF: Full p. 986 | Seagull p. 1000 MSC: Remembering OBJ: 4. Discuss how the civil rights movement changed in the mid-1960s.

Q: Why are the riots in American cities during the 1960s best understood as battles? a. The Department of Defense deployed regular army units to suppress these uprisings. b. African-American rioters often had received military training in Cuba and Venezuela. c. Urban blacks saw the predominantly white police force as an occupying army. d. Rioters frequently employed weapons otherwise only used in military combat operations. e. Riot squads were organized by the Department of Defense. ANS: C TOP: The Changing Black Movement DIF: Difficult REF: Full p. 985 | Seagull p. 1000 MSC: Analyzing OBJ: 4. Discuss how the civil rights movement changed in the mid-1960s.

Q: What opened Malcolm X up to the possibility of interracial cooperation in the United States? a. The interracial harmony he witnessed among Muslims in Saudi Arabia. b. The tragedy of Martin Luther King Jr.s assassination. c. The goodwill displayed by white college students of the New Left movement. d. The progressive legislation pushed by President Lyndon B. Johnson. e. The anti-war protests of college students. ANS: A TOP: The Changing Black Movement DIF: Difficult REF: Full p. 987 | Seagull p. 1001 MSC: Analyzing OBJ: 4. Discuss how the civil rights movement changed in the mid-1960s.

Q: Which was Kennedys policy regarding Latin America? a. He signed a pact with the leaders of the region stating he would not interfere with their internal affairs. b. Through the Alliance for Progress, he sent economic aid to the region hoping to alleviate poverty. c. He formed military alliances with governments that would help the United States defeat communism. d. He sent economic aid to promote democracy in the region. e. He helped Latin American countries professionalize their armed forces in case of an attack by the Soviet Union. ANS: B TOP: The Kennedy Years DIF: Moderate REF: Full pp. 985986 | Seagull p. 983 MSC: Understanding OBJ: 2. Explain the major crises and policy initiatives of the Kennedy presidency.

Q: What set President Lyndon B. Johnson apart from his predecessor, John F. Kennedy? a. He was more concerned with the Cold War. b. He was not interested in making civil rights part of his agenda. c. He was more interested in foreign affairs. d. He was born into a powerful family. e. He grew up in a poor part of the United States. ANS: E TOP: Lyndon Johnsons Presidency DIF: Difficult REF: Full p. 988 | Seagull p. 992 MSC: Analyzing OBJ: 3. Examine the purposes and strategies of Johnsons Great Society programs.

Q: Why did the Alliance for Progress fail? a. Communism was already strong in the area. b. Local governments rejected U.S. assistance, as they mistrusted American intentions. c. The aid was administered by local elites who kept the money to themselves. d. Funds were invested in unfruitful industries. e. The amount of money sent was insufficient. ANS: C TOP: The Kennedy Years DIF: Difficult REF: Full pp. 985986 | Seagull pp. 989990 MSC: Remembering OBJ: 2. Explain the major crises and policy initiatives of the Kennedy presidency.

Q: What did students of the New Left movement think was missing in American liberalism in the 1960s? a. the willingness to address poverty b. the reluctance of companies to recognize unions c. the commitment to legislate on behalf of Social Security d. the practice of true participatory democracy e. a concern about the threat of monopoly in industrial capitalism ANS: D TOP: Vietnam and the New Left DIF: Difficult REF: Full pp. 988989 | Seagull p. 1003 MSC: Analyzing OBJ: 4. Discuss how the civil rights movement changed in the mid-1960s.

Q: What did President John F. Kennedy have in common with his predecessor, Dwight D. Eisenhower? a. Both believed the future relied on the younger generations. b. Both believed consumerism was fundamental to the growth of the country. c. Both fought in World War II. d. Both focused on the internal affairs of the country and not on the Cold War. e. Both distrusted Fidel Castro. ANS: E TOP: The Kennedy Years DIF: Moderate REF: Full pp. 985986 | Seagull p. 990 MSC: Analyzing OBJ: 2. Explain the major crises and policy initiatives of the Kennedy presidency.

Q: Governor Orval Faubus responded to the court-ordered desegregation of Central High School a. by urging President Eisenhower to send federal troops. b. with defiance, REFusing to comply and allowing violence to break out. c. by offering his resignation to the people of Arkansas in protest. d. by immediately closing the school, much like Virginias governor had done to public schools in Virginia rather than integrate them. e. by letting white students opt out and be homeschooled or go to private school. ANS: B TOP: The Freedom Movement DIF: Moderate REF: Full p. 963 | Seagull p. 978 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Why did the writers of the Southern Manifesto claim the Brown v. Board decision was unconstitutional? a. They stated the Constitution did not discuss education. b. The original Constitution had permitted slavery. c. The decision was not needed because the Fourteenth Amendment protected everyone. d. The case needed to have more time and briefs filed. e. The Fifteenth Amendment allowed for states to run their own elections. ANS: A TOP: Voices of Freedom | Primary Source Document DIF: Difficult REF: Full p. 967 | Seagull p. 979 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Americas image abroad during the Cold War a. did not appear to suffer in Asian or African nations, which relied on the United States for military and economic aid. b. proved to be an unreliable propaganda weapon for the Soviet Union. c. could be a source of embarrassment for diplomats courting the support of the nonwhite world. d. was not of major concern to most leaders, given Americas status as an economic superpower. e. improved and was no longer a problem after the Brown decision. ANS: C TOP: The Freedom Movement DIF: Moderate REF: Full pp. 963964 | Seagull pp. 978979 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: How did the Southern Manifesto characterize race relations in the South before the Brown v. Board decision? a. Blacks liked being subservient. b. Blacks and whites lived in completely separate communities and largely ignored each other. c. Blacks had an unfair amount of power over whites. d. Segregation was hated by both blacks and whites. e. Relations between blacks and whites were friendly. ANS: E TOP: Voices of Freedom | Primary Source Document DIF: Difficult REF: Full p. 967 | Seagull p. 979 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: The movement for social justice that emerged as a result of the Montgomery Bus Boycott a. brought unwelcomed international attention to racial tensions in the United States. b. was supported by conservatives across the United States. c. constantly recurred to violence. d. was short-lived. e. was marked by the language of democracy. ANS: A TOP: The Freedom Movement DIF: Moderate REF: Full p. 965 | Seagull 975 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Which company was responsible for leaded gasoline and chlorofluorocarbons, two chemicals harmful to the atmosphere? a. Exxon Mobil b. DuPont c. Standard Oil d. General Electric e. General Motors ANS: E TOP: The Election of 1960 DIF: Difficult REF: Full p. 967 | Seagull p. 981 MSC: Remembering OBJ: 4. Discuss the significance of the presidential election of 1960.

Q: Which event did President John F. Kennedy blame on the failures of the Eisenhower administration? a. the French defeat in Vietnam b. the failed coup in Guatemala c. the construction of the Berlin Wall d. the launch of the Soviet satellite Sputnik e. the Suez crisis ANS: D TOP: The Election of 1960 DIF: Difficult REF: Full p. 965 | Seagull p. 979 MSC: Understanding OBJ: 4. Discuss the significance of the presidential election of 1960.

Q: The Southern Christian Leadership Conference a. declared the South would continue with segregation in public institutions. b. was a coalition formed by black ministers and civil rights activists. c. was formed to promote Christian values in public schools. d. represented the white South. e. denounced the Courts decision in the Brown case. ANS: B TOP: The Freedom Movement DIF: Moderate REF: Full p. 968 | Seagull p. 977 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: How did American leaders react to their international reputation in terms of race relations? a. They used it to show that racial discrimination occurred in most nations. b. They were confident in the superiority of America and what others thought of them was not a real issue. c. They were adamant the world did not care about their internal affairs. d. They worried about their image overseas. e. They tried to deny segregation. ANS: D TOP: The Freedom Movement DIF: Moderate REF: Full pp. 969970 | Seagull pp. 980981 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: The 1960 presidential debate between John F. Kennedy and Richard Nixon a. was broadcast only on the radio. b. allowed Nixon to demonstrate his best qualities, thus winning the debate. c. showed Kennedy to be an ineffective speaker, and thus he lost. d. highlighted the impact of television on political campaigns. e. was little noticed at the time. ANS: D TOP: The Election of 1960 DIF: Easy REF: Full pp. 965966 | Seagull p. 980 MSC: Understanding OBJ: 4. Discuss the significance of the presidential election of 1960.

Q: By the end of the 1950s, what problem was the car causing? a. inequality b. unemployment c. pollution d. suburban overpopulation e. a decline in consumption ANS: C TOP: The Election of 1960 DIF: Moderate REF: Full p. 973 | Seagull p. 983 MSC: Understanding OBJ: 4. Discuss the significance of the presidential election of 1960. Matching Test 1 ___ 1. Thurgood Marshall ___ 2. Jack Kerouac ___ 3. William Levitt ___ 4. Ho Chi Minh ___ 5. David Riesman ___ 6. John F. Kennedy ___ 7. Earl Warren ___ 8. John Kenneth Galbraith ___ 9. Richard Nixon ___ 10. Ray Kroc ___ 11. Milton Friedman ___ 12. Orval Faubus a. The Affluent Society b. Checkers speech c. chief justice of the Supreme Court d. founder of McDonalds e. NAACP lawyer f. conservative economist g. The Lonely Crowd h. Little Rock Central High School i. Vietnamese leader j. builder of suburbia k. Beat writer l. Catholic presidential candidate

Q: After the arrest of Rosa Parks, what did Martin Luther King Jr. emphasize about her in his December 5, 1955, speech? a. She spoke loudly. b. She had integrity. c. She was frail and helpless. d. She was a communist. e. She had given up hope. ANS: B TOP: Voices of Freedom | Primary Source Document DIF: Difficult REF: Full p. 966 | Seagull p. 978 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: In his 1961 farewell address, President Eisenhower warned Americans about a. the military-industrial complex. b. the rise of organized crime. c. the increase in juvenile delinquency. d. environmental hazards. e. the slow pace of the civil rights movement. ANS: A TOP: The Election of 1960 DIF: Moderate REF: Full p. 966 | Seagull p. 980 MSC: Remembering OBJ: 4. Discuss the significance of the presidential election of 1960.

Q: In which of the following ways did the March on Washington expose tension within the movement? a. Some activists wanted to resort to violence and brought arms to the March. b. Even though women played crucial roles within the movement, all speakers were men. c. Speakers refused to moderate their speeches. d. Women were not allowed to play key roles within the movement. e. Whites were not allowed to march. ANS: B TOP: The Civil Rights Revolution DIF: Moderate REF: Full p. 984 | Seagull p. 983 MSC: Understanding OBJ: 1. Identify the major events in the civil rights movement in the early 1960s.

Q: Why did Georgia change its state flag in 1956? a. It wanted to remember its history as one of the original 13 colonies. b. It wanted to honor Civil War veterans. c. It was protesting communism in the government. d. It was defying the Brown v. Board court decision. e. It hoped to memorialize World War II veterans. ANS: D TOP: The Freedom Movement DIF: Easy REF: Full p. 963 | Seagull p. 977 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Upon leaving the presidency, what did Dwight D. Eisenhower see as a myth? a. racism b. global warming c. the missile gap d. economic security e. a trustworthy government ANS: C TOP: The Election of 1960 DIF: Difficult REF: Full p. 966 | Seagull p. 980 MSC: Remembering OBJ: 4. Discuss the significance of the presidential election of 1960.

Q: Who led the 1963 March on Washington? a. Ella Baker b. Rosa Parks c. John Lewis d. Martin Luther King e. A. Philip Randolph ANS: E TOP: The Civil Rights Revolution DIF: Moderate REF: Full p. 984 | Seagull p. 988 MSC: Remembering OBJ: 1. Identify the major events in the civil rights movement in the early 1960s.

Q: Which statement best describes how the white South reacted to the Brown v. Board of Education decision? a. In opposition to integration, white southerners often burned down schools. b. While the general public was outraged, southern congressional politicians supported the Supreme Courts decisions. c. Southerners worked closely with the NAACP, cooperating when they could to integrate schools. d. Some states closed schools rather than integrate, and let white children opt out of integrated schools. e. Southerners took it in stride, recognizing that the time had come for change. ANS: D TOP: The Freedom Movement DIF: Moderate REF: Full p. 963 | Seagull p. 977 MSC: Evaluating OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Ngo Dinh Diem a. supported communism. b. rejected U.S. financial aid. c. served as Ho Chi Minhs vice president. d. called for elections in 1956. e. was the anticommunist leader of South Vietnam. ANS: E TOP: The Eisenhower Era DIF: Moderate REF: Full p. 960 | Seagull p. 960 MSC: Remembering OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: What word significantly pervaded the language of the civil rights movement of the 1950s? a. anger b. freedom c. community d. emancipation e. acquiescence ANS: B TOP: The Freedom Movement DIF: Moderate REF: Full p. 961 | Seagull p. 975 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Prior to the Montgomery Bus Boycott, what experience did Rosa Parks have with the civil rights movement? a. Giving up her bus seat was her first protest for civil rights. b. She was introduced to protesting when she met Martin Luther King Jr. c. She had been involved in civil rights protests since the 1930s. d. She first became interested in civil rights in the 1920s when she marched with Marcus Garvey. e. She previously advocated the use of violence to gain more rights. ANS: C TOP: The Freedom Movement DIF: Difficult REF: Full p. 960 | Seagull p. 974 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: During the 1950s, American teenagers a. grew in number, cultivating their own popular culture. b. felt mostly fulfilled due to mass consumption. c. declined in number due to the baby boom. d. voted in significant numbers. e. glorified middle-class norms. ANS: A TOP: The Eisenhower Era DIF: Moderate REF: Full pp. 961962 | Seagull pp. 966967 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: What ended the Montgomery Bus Boycott? a. Protesters gave up when they needed to ride the buses to get to work. b. Business leaders pushed both sides to come to an agreement. c. The bus companies went bankrupt. d. The Supreme Court ruled segregation on public transportation was unconstitutional. e. The city fully integrated its schools. ANS: D TOP: The Freedom Movement DIF: Easy REF: Full p. 960 | Seagull p. 974 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: What inspiration did Martin Luther King Jr. gain from Mahatma Gandhi? a. the concept of black nationalism b. the principles of Zen pacifism c. the notion of subversive obedience d. the idea of peaceful civil disobedience e. the spiritual essence of Buddhism ANS: D TOP: The Freedom Movement DIF: Moderate REF: Full p. 962 | Seagull p. 976 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: The Montgomery Bus Boycott a. was sparked when Rosa Parks was arrested for REFusing to give up her seat to a white man. b. did not succeed in desegregating the public buses. c. propelled Thurgood Marshall into the national spotlight as a leader in the civil rights movement. d. marked the end of the civil rights movement. e. lasted less than two weeks. ANS: A TOP: The Freedom Movement DIF: Easy REF: Full p. 960 | Seagull p. 974 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: To what global issue did Martin Luther King Jr. link the struggle for civil rights in America? a. the Korean War b. increasing freedom in Africa c. the expansion of capitalism d. the nuclear arms race e. the sinking of the SS Andrea Doria ANS: B TOP: The Freedom Movement DIF: Moderate REF: Full p. 962 | Seagull p. 976 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: By the 1950s, half of Americas black families a. lived in the suburbs. b. lived in poverty. c. attended nonsegregated schools. d. had joined the ballot polls. e. had emigrated to Europe. ANS: B TOP: The Freedom Movement DIF: Moderate REF: Full p. 961 | Seagull p. 971 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: The Southern Manifesto a. rejected massive resistance. b. argued that southern states should not fly the Confederate flag over state capitol buildings. c. repudiated the Supreme Court decision in Brown v. Board of Education. d. argued that the Brown v. Board of Education decision reinforced southern customs and traditions. e. argued that the Supreme Court decision in Plessy v. Ferguson was unconstitutional. ANS: C TOP: The Freedom Movement DIF: Moderate REF: Full pp. 962963 | Seagull p. 977 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: How did most white Americans feel about segregation? a. They despised it but did not do much about it. b. They actively worked to change it. c. They did not feel a determination to confront it. d. They used the press and TV to denounce it as undemocratic. e. They refused to work for companies that discriminated against blacks. ANS: C TOP: The Freedom Movement DIF: Moderate REF: Full p. 961 | Seagull 971972 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: In the Brown v. Board of Education case, why did Justice Earl Warren decide to consolidate five similar cases under the name of Brown and not Briggs? a. Because Briggs wasnt a plaintiff. b. His wifes last name was Briggs. c. Briggs was from South Carolina and Warren personally disliked the South. d. He preferred to choose a case from the Midwest and not one from an old Confederate state. e. He believed it was a more appealing name. ANS: D TOP: The Freedom Movement DIF: Moderate REF: Full p. 963 | Seagull p. 973 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: What was the specific danger that arose from school segregation in the case of Linda Brown? a. Linda was harassed by gang members when walking through the neighborhood where her school was located. b. Linda had to walk across dangerous railroad tracks to get to her school. c. Linda had to cross several busy highways to get to her school. d. Linda had to bike through a neighborhood with many potholes to get to her school. e. Linda had to walk across a rickety bridge to get to her school. ANS: B TOP: The Freedom Movement DIF: Moderate REF: Full p. 959 | Seagull p. 973 MSC: Remembering OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: What institution ended up confronting racial segregation? a. Congress b. the liberal press c. the Catholic Church d. the executive e. the judiciary ANS: E TOP: The Freedom Movement DIF: Moderate REF: Full p. 961 | Seagull p. 972 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Most likely why did the U.S. Supreme Court not order the immediate implementation of its ruling in Brown v. Board of Education in 1954? a. The Court did not have authority to declare segregation instantly unconstitutional. b. The plaintiffs in the case themselves had asked for a gradual desegregation of schools. c. Some justices on the Court feared the outbreak of widespread violence with such a bold ruling. d. The Court wanted to give the defendants in the case the chance to appeal. e. Some of the justices had agreed to consent with the ruling only on the provision that it would not be implemented during their lifetimes. ANS: C TOP: The Freedom Movement DIF: Difficult REF: Full p. 959 | Seagull p. 973 MSC: Applying OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: What helped to launch Martin Luther King Jr. as civil rights leader? a. He participated in the Freedom Rides. b. He was jailed in Birmingham. c. He protested for the Little Rock Nine integrating a high school. d. He helped A. Philip Randolph protest the lack of blacks being hired in the 1940s. e. He participated in the Montgomery Bus Boycott and spoke at protest meetings. ANS: E TOP: The Freedom Movement DIF: Easy REF: Full p. 961 | Seagull p. 974 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Which of the following assessments of the civil rights movement is most accurate? a. The movement invigorated white Americans just like black Americans. b. The movement grew popular at a time when whites had largely given up on the practice of segregation. c. Although well-intentioned, the civil rights movement slowed progress toward equality. d. The movement came as a great surprise and was predicted only by a few. e. The movement was centered on student organizations and college protests. ANS: D TOP: The Freedom Movement DIF: Difficult REF: Full p. 955 | Seagull p. 969 MSC: Analyzing OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: New conservatives trusted government to a. restore Christian morality. b. promote individual autonomy. c. endorse religious differences. d. support progress. e. create a new and enhanced New Deal. ANS: A TOP: The Golden Age DIF: Difficult REF: Full p. 952 | Seagull p. 956 MSC: Understanding OBJ: 1. Identify the main characteristics of the affluent society of the 1950s.

Q: In Las Vegas, Nevada, what did African-American entertainers experience? a. They were barred from performing due to the civil rights movement. b. They could perform at hotels, but not stay as guests. c. They led a boycott of casinos and were joined in the effort by most white entertainers. d. They were not allowed to be on the same stage as white performers. e. Las Vegas became the Harlem of the West, and black entertainers and other artists flocked to the city. ANS: B TOP: The Freedom Movement DIF: Difficult REF: Full p. 955 | Seagull p. 969 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: The new conservatives a. supported a strong national government. b. emphasized individualism. c. wanted the government to regulate the market. d. intended to Europeanize American culture. e. believed in tradition and moral commitment. ANS: E TOP: The Golden Age DIF: Difficult REF: Full p. 952 | Seagull p. 956 MSC: Analyzing OBJ: 1. Identify the main characteristics of the affluent society of the 1950s.

Q: Why did the editors of Life magazine fear that American freedom might be in danger from not being used enough? a. American voter participation had fallen dramatically since World War II. b. Americans remained reluctant to travel and see the world. c. Americans failed to enjoy the blessings of their private lives. d. Americans seemed to have largely withdrawn from open dissent in the public sphere. e. Americans no longer knew how to have fun and enjoy their vacations. ANS: D TOP: The Eisenhower Era DIF: Difficult REF: Full p. 952 | Seagull p. 965 MSC: Analyzing OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: How did the United States violate the UN Charter in 1954? a. by organizing a military attack to depose Jacobo Arbenz Guzm n in Guatemala b. by sending economic aid to Mohammed Mossadegh in Iran c. by attacking Egypt for its attempt to nationalize the Suez Canal d. by using the principle of containment in the Middle East e. by sending troops to Lebanon ANS: A TOP: The Eisenhower Era DIF: Moderate REF: Full p. 956 | Seagull p. 966 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: What was one result of the Mendez v. Westminster decision? a. It led to definitive segregation of Latino children. b. It integrated only colleges and universities. c. It integrated all the schools in New England. d. It integrated schools for children of Mexican descent in Texas. e. The schools of Orange County were desegregated, which soon spread to the entire state. ANS: E TOP: The Freedom Movement DIF: Difficult REF: Full p. 958 | Seagull p. 972 MSC: Remembering OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: Which statement best describes the thesis of David Riesmans book The Lonely Crowd? a. White America had alienated black Americans from mainstream society. b. Americans were conformists and lacked the inner resources to lead truly independent lives. c. Women were unhappy with the role of wife and mother and longed for acceptance in higher education and other intellectual pursuits. d. After World War II, Europe was left behind economically and politically with the emergence of the United States and Soviet Union as superpowers. e. Unionism in America was doomed to fail if the union leaders did not embrace the fact that their demands and strikes labeled them as communists. ANS: B TOP: The Eisenhower Era DIF: Moderate REF: Full p. 952 | Seagull p. 966 MSC: Evaluating OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: What made Elvis such a popular celebrity? a. He sang songs no one had ever heard before. b. He was one of the most gifted vocal performers of his generation. c. He was a white performer with the rhythms and moves of black singers. d. He sang openly about civil rights and equality. e. His mixed-race parentage made him popular among blacks and whites. ANS: C TOP: The Eisenhower Era DIF: Moderate REF: Full p. 953 | Seagull p. 967 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: What level of education did the NAACP initially concentrate on integrating? a. middle school b. higher education c. elementary school d. preschool e. high school ANS: B TOP: The Freedom Movement DIF: Moderate REF: Full p. 958 | Seagull p. 972 MSC: Understanding OBJ: 3. Examine the major thrusts of the civil rights movement in this period.

Q: In the presidential campaign of 1952, Dwight D. Eisenhower gained a lot of support because he a. pledged to use nuclear weapons in the Korean War. b. promised to dismantle the New Deal. c. intended to end the Korean War. d. indicated the United States was ready to become a large empire. e. promised to reduce military spending. ANS: C TOP: The Eisenhower Era DIF: Moderate REF: Full p. 954 | Seagull p. 957 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Which of the following challenged the mass conformity of the 1950s? a. an emphasis on work ethic b. desperate materialism c. militarization d. Beat poet Allen Ginsberg e. rejection of drugs ANS: D TOP: The Eisenhower Era DIF: Moderate REF: Full p. 959 | Seagull pp. 967968 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Why did the government encourage Americans to build bomb shelters in their houses? a. because construction was driving the economy b. to convince Americans that nuclear war was survivable c. because they could be useful in case of a weather catastrophe d. because the Soviet Union was doing it e. to strengthen national defenses against a theoretical Soviet invasion ANS: B TOP: The Eisenhower Era DIF: Moderate REF: Full p. 954 | Seagull: 963964 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: What did Allen Ginsbergs Howl (1955) protest? a. drug use b. immediate pleasure c. sexual experimentation d. impulsive action e. materialism and conformism ANS: E TOP: The Eisenhower Era DIF: Moderate REF: Full p. 954 | Seagull p. 967 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Eisenhowers intervention in Vietnam partly consisted of a. urging Ngo Dinh Diem to hold elections. b. hosting the 1954 Geneva Accords. c. the United States paying four-fifths of French war costs. d. providing asylum for Vietnamese communist nationalists fleeing the bloodshed in their country. e. trying to negotiate a peace with Nikita Khrushchev in Moscow. ANS: C TOP: The Eisenhower Era DIF: Difficult REF: Full p. 951 | Seagull pp. 964965 MSC: Analyzing OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: What event renewed the tensions between the United States and the Soviet Union in 1960? a. The Soviets shot down a U.S. spy plane flying over their territory. b. The Soviets put missiles in Cuba. c. Joseph McCarthy made accusations about the Soviets meddling in U.S. elections. d. The United States toppled the leadership in Iran. e. The Kitchen Debate angered both countries. ANS: A TOP: The Eisenhower Era DIF: Moderate REF: Full p. 949 | Seagull p. 962 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: During the postwar suburban boom, African- Americans a. could only buy houses in Levittown. b. could only get credit from state-sponsored agencies. c. found out it was almost impossible to enjoy suburban life. d. finally enjoyed racial equality. e. were paid as much as whites for similar jobs. ANS: C TOP: The Golden Age DIF: Moderate REF: Full p. 947 | Seagull p. 951 MSC: Analyzing OBJ: 1. Identify the main characteristics of the affluent society of the 1950s.

Q: The Third World a. encompassed an enormous range of territory, including several tiny western European nations. b. was largely left out of the Cold War struggle between the United States and the Soviet Union. c. was an invented term for developing nations not aligned with the Soviet Union or the United States. d. included many nations newly created out of former eastern European nations. e. was a term African nations gave themselves to suggest a third way in the Cold War. ANS: C TOP: The Eisenhower Era DIF: Moderate REF: Full p. 949 | Seagull pp. 962963 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Labor and employers agreed to a new social contract that included which of the following provisions? a. Employers required the National Association of Manufacturers to accept unions. b. Unions left decisions regarding worker organization in managements hands. c. Unions left decisions regarding plant location in managements hands. d. Employers implemented wage cuts. e. Employers paid for workers childcare expenses. ANS: C TOP: The Eisenhower Era DIF: Difficult REF: Full p. 947 | Seagull p. 960 MSC: Analyzing OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Why did the Soviet Union strongly support the national independence movements in the new Third World? a. Soviets were desperately trying to expand their share in foreign export markets. b. It hoped to convince new nations to ally with the eastern bloc against Western imperialists. c. Soviets feared the obvious appeal an alliance with former colonial rulers had for these new nations. d. The Soviet Union had made the right to self-determination a principle for all nations around the world. e. The Soviet Union was looking to secure reliable export markets for its consumer goods surpluses. ANS: B TOP: The Eisenhower Era DIF: Moderate REF: Full p. 949 | Seagull p. 963 MSC: Analyzing OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: The social contract a. describes the new style of cooperation between labor and management that emerged in the 1950s and 1960s. b. was of great benefit to union and the majority of nonunion workers alike. c. did not include wage increases or health insurance. d. was accepted by the National Association of Manufacturers as a compromise measure to ease labor disputes eroding industry profits. e. had no effect on workers in nonunion jobs. ANS: A TOP: The Eisenhower Era DIF: Moderate REF: Full p. 947 | Seagull p. 960 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Which of the following spurred the growth of the suburban middle class? a. income tax b. popular interest in the arts c. a campaign against segregation d. subsidies and mortgages e. womens college education ANS: D TOP: The Golden Age DIF: Moderate REF: Full p. 950 | Seagull p. 954 MSC: Understanding OBJ: 1. Identify the main characteristics of the affluent society of the 1950s.

Q: Between 1950 and 1970, suburbanization a. allowed for whites and nonwhites to live in the same neighborhoods and attend the same schools. b. promoted gender equality. c. encouraged a large number of northern blacks to migrate south. d. strengthened racial divisions. e. welcomed thousands of Puerto Ricans. ANS: D TOP: The Golden Age DIF: Difficult REF: Full p. 948 | Seagull pp. 951952 MSC: Analyzing OBJ: 1. Identify the main characteristics of the affluent society of the 1950s.

Q: Guatemalan leader Jacobo Arbenz Guzm n a. sought to reduce foreign corporations control over his countrys economy. b. was ousted by the KGB and replaced with a Soviet-friendly dictator. c. was a friend and close ally of Soviet premier Joseph Stalin before his death. d. appealed to President Eisenhower for military support to defeat a growing communist insurgency in Guatemala. e. was born in Moscow and became a nationalist after emigrating to Guatemala. ANS: A TOP: The Eisenhower Era DIF: Difficult REF: Full p. 950 | Seagull p. 963 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Secretary of State John Foster Dulless policy of massive retaliation a. was part of the effort to rely more on conventional forces. b. eased tensions between the United States and the Soviet Union. c. calmed the American publics fear of nuclear war. d. applied only to communist China. e. declared that any Soviet attack would be countered by a nuclear attack. ANS: E TOP: The Eisenhower Era DIF: Moderate REF: Full p. 948 | Seagull p. 961 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Why did President Eisenhower use the CIA to overthrow the government of Iran in the early 1950s? a. He did not believe Iran was ready for a democratically elected leader after centuries of monarchical rule. b. Iran had REFused to enter peace talks with the United States and the Soviet Union in 1950. c. Israel had protested Irans friendly relationship with Egypt. d. The government had attempted to nationalize British-owned oil fields. e. The government was slowly adopting communist policies. ANS: D TOP: The Eisenhower Era DIF: Moderate REF: Full p. 950 | Seagull pp. 963964 MSC: Understanding OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Why did the Eisenhower administration embrace the doctrine of massive retaliation? a. The doctrine provided Eisenhower with the necessary flexibility to fight communism in Central America and Southeast Asia. b. The doctrine prevented not only large but small military conflicts as well. c. The constant threat of mutually assured destruction under the doctrine made for more cautious diplomacy. d. The doctrine reduced national anxiety over the threat of nuclear annihilation. e. As a man with mostly military experience, he did not know how else to address the Cold War crisis. ANS: C TOP: The Eisenhower Era DIF: Difficult REF: Full p. 948 | Seagull p. 961 MSC: Analyzing OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.

Q: Libertarian conservatives of the 1950s a. understood individual liberties should sometimes be checked by the government. b. believed in a strong national government. c. promoted limited government and free markets. d. appealed to northern states. e. intended to regulate capitalism. ANS: C TOP: The Golden Age DIF: Moderate REF: Full pp. 951 | Seagull pp. 955956 MSC: Understanding OBJ: 1. Identify the main characteristics of the affluent society of the 1950s.

Q: During the Eisenhower administration, U.S.-Soviet relations a. were made worse with the introduction of the policy of massive retaliation. b. improved somewhat after the end of the Korean War and the death of Stalin. c. stayed about the same as during the Truman years. d. worsened considerably after the death of Stalin. e. improved immensely after the end of the Korean War. ANS: B TOP: The Eisenhower Era DIF: Difficult REF: Full p. 948 | Seagull pp. 961962 MSC: Analyzing OBJ: 2. Explain the ways in which the 1950s were a period of consensus both in domestic and foreign affairs.