Chapter Fourteen Civil Rights and Political Equality Multiple Choice 1. The modern fight over civil rights and affirmative action began a. in 1960, when three African American men sat down at an all-white lunch counter. b. in 1955, when Rosa Parks refused to move from her seat on a bus. c. in 1896, when an African American man drank from a “white water fountain.” d. with the Compromise of 1850. e. the Dred Scott Case. Answer: b. in 1955, when Rosa Parks refused to move from her seat on a bus. 2. The Supreme Court told the nation’s public schools to desegregate “with all deliberate speed” in the landmark case of a. Mapp v. Ohio b. Near v. Minnesota c. Gitlow v. New York d. Dred Scott v. Sanford. e. Brown v. Board of Education of Topeka, Kansas, Answer: e. Brown v. Board of Education of Topeka, Kansas, 3. Actual equality, called __________ equality, looks at __________. a. de facto; results b. ex post facto; probabilities c. judicial; law d. mandated; orders e. de jure, rulings. Answer: a. de facto; results 4. The Fugitive Slave Act was passed by Congress in a. 1776 b. 1793 c. 1801 d. 1826 e. 1863 Answer: b. 1793 5. Most people agree that to truly understand democracy, it is necessary to a. study political science. b. travel to other countries. c. stay up to date on current events. d. eliminate unfair discrimination. e. participate in the electoral cycle. Answer: d. eliminate unfair discrimination. 6. Unequal treatment based on race, ethnicity and gender is called a. de jure equality. b. de facto equality. c. minority rights. d. affirmative action. e. unfair discrimination. Answer: e. unfair discrimination. 7. The Congress mandates the return of fugitive slaves in a. the Dred Scott Case b. the Missouri Compromise c. the Rosa Parks case d. the Brown Case e. Fugitive Slave Act Answer: e. Fugitive Slave Act 8. All of the following were federal actions before the Civil War to protect slavery in some way EXCEPT the a. Wilmot Proviso. b. Fugitive Slave Act. c. Missouri Compromise. d. Compromise of 1850. e. None of the Above Answer: a. Wilmot Proviso. 9. Which of the following countries passed the Fugitive Slave Act of 1793? a. Canada b. the United States c. Mexico d. Great Britain e. Cuba Answer: b. the United States 10. In the Dred Scott case, the Supreme Court ruled that a. all laws protecting slavery were unconstitutional. b. slavery was permissible in the South but northern states could prohibit slavery if they chose. c. African Americans had no constitutional rights, and Congress could not prohibit slavery. d. African Americans could challenge their slave status in the courts but their challenge could be denied following due process. e. the importation of Slaves from Africa was illegal. Answer: c. African Americans had no constitutional rights, and Congress could not prohibit slavery. 11. Which of the following was NOT among the Civil War amendments? a. Tenth Amendment b. Thirteenth Amendment c. Fourteenth Amendment d. Fifteenth Amendment e. none of the above Answer: a. Tenth Amendment 12. What Civil War amendment outlawed slavery? a. First Amendment b. Thirteenth Amendment c. Twentieth Amendment d. Twenty-sixth Amendment e. Tenth Amendment Answer: b. Thirteenth Amendment 13. What year was the Thirteenth Amendment, which abolished slavery, ratified? a. 1818 b. 1828 c. 1835 d. 1858 e. 1865 Answer: e. 1865 14. The black codes were a. state laws printed in black leather notebooks. b. laws written by newly freed black slaves. c. laws restricting the civil rights of blacks. d. laws written to protect the civil rights of blacks. e. laws written to prevent the importation of slaves to America. Answer: c. laws restricting the civil rights of blacks. 15. Who was Roger Taney? a. the chief justice during the Dred Scott case b. a state chief justice during the Dred Scott case c. a judge who asked to be excused from the Dred Scott case d. a judge who sided with Dred Scott e. a slave owner. Answer: a. the chief justice during the Dred Scott case 16. Congress passed a number of Ku Klux Klan Acts in the a. 1840s. b. 1870s. c. 1920s. d. 1970s. e. 1980s Answer: b. 1870s. 17. What amendment made African Americans citizens and gave them rights of that citizenship? a. Thirteenth b. Fourteenth c. Fifteenth d. Nineteenth e. Twenty-first Answer: b. Fourteenth 18. What amendment granted all African Americans suffrage? a. Thirteenth b. Fourteenth c. Fifteenth d. Nineteenth e. Twenty-first Answer: c. Fifteenth 19. What was challenged in the 1896 case of Plessy v. Ferguson? a. separation of the races in public places b. one man, one vote c. women’s suffrage d. the right to a public education e. African Americans right to vote. Answer: a. separation of the races in public places 20. All of the following were used by southern states to disenfranchise black voters EXCEPT a. property qualifications. b. poll taxes. c. an understanding clause. d. occupational tests. e. literacy tests. Answer: d. occupational tests. 21. Laws passed by southern states that separated the races in public places such as railroads, streetcars, schools, and cemeteries are known as a. poll taxes b. literacy tests. c. Lemon tests. d. Dred Scott tests. e. Jim Crow laws. Answer: e. Jim Crow laws. 22. The NAACP was formed in a. 1901. b. 1909. c. 1934. d. 1963. e. 1981 Answer: b. 1909. 23. In 1914, the NAACP won a court case outlawing a system whereby employees would have their wages advanced to them and then would be required to stay on their jobs in a type of slavery until their debts were paid off. This was called a. arbitrage. b. manumission. c. peonage. d. reapportionment. e. redistricting. Answer: c. peonage. 24. What did the Court do in Cumming v. County Board of Education (1899)? a. It reversed the Plessy case. b. It reversed the Missouri case. c. It reversed the Dred Scott case. d. It approved “separate but equal” schools in Georgia. e. It approved the right of slave owners to keep their slaves. Answer: d. It approved “separate but equal” schools in Georgia. 25. The 1954 case in which the Supreme Court struck down segregated public schools as unconstitutional was a. Plessy v. Ferguson. b. Texas v. All white. c. Bakke v. Board of Regents. d. Brown v. Board of Education. e. Mapp v. Ohio Answer: d. Brown v. Board of Education. 26. What convinced the Court to reverse Plessy v. Ferguson? a. courtroom testimony of victims of segregation b. social science research on the effects of segregation c. the change in the national view of segregation d. the election of President Eisenhower e. inability of states to maintain discriminatory practices. Answer: b. social science research on the effects of segregation 27. The constitutional basis for the case outlawing segregated public schools was the a. First Amendment freedom of speech clause. b. equal protection clause of the Fourteenth Amendment. c. right to vote provision of the Fifteenth Amendment. d. necessary and proper clause of Article I, Section 8. e. the Civil Rights Act Answer: b. equal protection clause of the Fourteenth Amendment. 28. When the government tries to balance the racial composition in school and public places, this is called a. boycotting. b. interfering. c. gerrymandering d. redistricting. e. integration. Answer: e. integration. 29. A protest technique in which protesters refuse to leave an area is called a. civil disobedience. b. protesting. c. sit-in. d. freedom riding. e. boycotting. Answer: c. sit-in. 30. Civil rights activists who traveled throughout the American South on buses to test compliance with the Supreme Court’s mandate to integrate bus terminals and public facilities accommodating interstate travelers were called a. freedom marchers. b. Protesters for Freedom. c. Dred Scotters. d. SCLC. e. Freedom Riders. Answer: e. Freedom Riders. 31. All of the following are examples of civil disobedience EXCEPT a. the boycotting of businesses. b. protest marches down the main street of a city. c. sit-ins at lunch counters. d. threats to bomb public facilities. e. sniper attacks against protestors. Answer: d. threats to bomb public facilities. 32. The Equal Employment Opportunity Commission was created in 1964 with the passage of the a. Civil Rights Act. b. Clean Air Act. c. NATO Treaty. d. Tokyo Round. e. Montreal Round. Answer: a. Civil Rights Act. 33. The response of the federal government to the protest led by Martin Luther King Jr. in Birmingham in 1963 that was met by violent police action was to a. urge Dr. King to abandon the protest. b. order the Alabama governor and Birmingham police to protect the protestors and pay them compensation. c. send federal troops and officials to Birmingham to work out an agreement. d. ignore the protest, claiming it was a local matter. e. refuse to recognize Dr. King as the leader of the SCLC. Answer: c. send federal troops and officials to Birmingham to work out an agreement. 34. Refusal to patronize any organization that practices policies that are perceived to be unfair for political, economic, or ideological reasons is termed a. civil disobedience. b. boycott. c. protest march. d. riot. e. poll tax. Answer: b. boycott. 35. A voting fee, now unconstitutional, that was used to prevent African Americans from voting in the South was called a(n) a. poll tax. b. election surcharge. c. peonage. d. use fee. e. filibuster. Answer: a. poll tax. 36. _______ is a system in which employers advance wages and then require workers to remain on their jobs, in effect enslaving them. a. Jim Crow b. Poll tax c. Peonage d. Boycott e. Literacy test Answer: c. Peonage 37. NAACP stands for a. National Association for Allowing a Coalition of Peace. b. New Age Americans Create Peace. c. National Association for the Advancement of Colored People. d. Now All Americans Can live together Peacefully. e. New Advancement of Americans for Civil Protection. Answer: c. National Association for the Advancement of Colored People. 38. What did the Supreme Court rule in the 1969 case of Alexander v. Holmes County Board of Education? a. all private and public colleges must desegregate immediately b. school districts must desegregate immediately c. all medical schools must desegregate immediately d. all law schools must desegregate immediately e. desegregation of schools is unconstitutional Answer: b. school districts must desegregate immediately 39. __________ programs attempt to improve the chances of minority applicants for jobs, housing, employment or education. a. Affirmative Action b. Peonage c. Civil disobedience d. Integration e. Quota programs Answer: a. Affirmative Action 40. The type of affirmative action program called __________ programs has sought to guarantee a certain percentage of admission, new hires, and promotions to members of minority groups. a. dynamic b. quota c. survey d. measured e. equity Answer: b. quota 41. The idea that “people should have equal rights and opportunities to develop their talents, that all people should begin at the same starting point in a race” is termed a. affirmative action. b. peonage. c. equality of result. d. quota system. e. equality of opportunity. Answer: e. equality of opportunity. 42. In the Bakke case, the Supreme Court ruled that a. set quotas in university admissions based solely on race were unconstitutional. b. set quotas of any kind were unconstitutional. c. quotas were acceptable if the applicants from majority groups did not protest. d. quotas were required in some circumstances. e. quotas could not be used when making admissions decisions at public universities. Answer: a. set quotas in university admissions based solely on race were unconstitutional. 43. The Supreme Court in the Reagan/Bush era a. accepted affirmative action in cases where there was evidence of specific discrimination and the program was narrowly tailored to that offense. b. ruled against all forms of affirmative action as being unfair discrimination against whites. c. refused to accept any more affirmative action cases. d. accepted all affirmative action cases appealed. e. sent all affirmative action cases back to the federal courts for decision. Answer: a. accepted affirmative action in cases where there was evidence of specific discrimination and the program was narrowly tailored to that offense. 44. Suffrage is defined as a. the right to a speedy trial. b. the right to privacy. c. the right to vote. d. the right to equal opportunity. e. the right to discriminate against women. Answer: c. the right to vote. 45. Elizabeth Cady Stanton and Susan B. Anthony are important because they were a. the first women elected to public office in the United States. b. the first women admitted to the bar and allowed to practice law. c. instrumental in the formation of the organized movement to attain full rights for women. d. the first women judges. e. they were the first women Senators in the United States. Answer: c. instrumental in the formation of the organized movement to attain full rights for women. 46. What argument made by women to Congress led to women’s suffrage? a. Women argued that they made up more than 50 percent of the population. b. Women argued that they had a right to determine how their tax dollars were spent. c. Women argued that their wartime service to the nation should be rewarded with the right of suffrage. d. Women argued that they would bring unique viewpoints to elections. e. Women argued their right to participate could be found in the Bible. Answer: c. Women argued that their wartime service to the nation should be rewarded with the right of suffrage. 47. The action taken in the 1960s that was the greatest advance for women’s rights was a. the onset of the Vietnam War. b. the passage of the Voting Rights Act of 1965. c. allowing women to compete for astronaut positions. d. passage of the Civil Rights Act of 1964. e. the election of women to the House of Representatives. Answer: d. passage of the Civil Rights Act of 1964. 48. The Civil Rights Act of 1968 a. banned discrimination in bars. b. banned discrimination in housing. c. banned discrimination in professional sports. d. was never passed. e. banned discrimination in voting. Answer: b. banned discrimination in housing. 49. In 1909, the __________ formed to litigate on behalf of racial equality. a. Southern Christian Leadership Conference b. National Association for the Advancement of Colored People c. Blank Panthers d. Freedom Riders e. Dred Scotters Answer: b. National Association for the Advancement of Colored People 50. The “War on Poverty” declared by __________ was in part an attempt to address the problem of racial inequality. a. President Reagan in 1985 b. President Carter in 1978 c. President Nixon in 1972 d. President Johnson in 1964 e. President Kennedy in 1960 Answer: d. President Johnson in 1964 51. Affirmative action programs began in a. 1934. b. 1946. c. 1965. d. 1970. e. 1957 Answer: c. 1965. 52. __________ was the Birmingham, Alabama, police commissioner targeted by Martin Luther King Jr. during the protest marches and demonstrations held in the spring of 1963. a. George Wallace b. David Duke c. Ross R. Barnett d. Theophilus Eugene "Bull" Connor e. Rush Limbaugh Answer: d. Theophilus Eugene "Bull" Connor 53. In which of the following locations was the “Declaration of Sentiments concerning the natural rights of women” issued? a. Seneca Falls b. Niagara Falls c. Desoto Falls d. Gorge Falls e. Yosemite Falls Answer: a. Seneca Falls 54. Who led the attack on the test of reasonableness? a. Sandra Day O’Connor b. Thurgood Marshall c. Ruth Bader Ginsburg d. Alan Dershowitz e. John Roberts. Answer: c. Ruth Bader Ginsburg 55. Ginsburg argued in Reed v. Reed that sexual discrimination should be subject to the a. reasonable basis test. b. strict scrutiny test. c. relative scrutiny test. d. clear and present danger test. e. Lemmon test. Answer: b. strict scrutiny test. 56. Ruth Bader Ginsburg was an attorney with the a. National Association for the Advancement of Colored People. b. Jewish Defense League. c. National Organization of Women. d. American Civil Liberties Union. e. National Organization of American Indians. Answer: d. American Civil Liberties Union. 57. The current legal standard in sex discrimination cases is the __________ test, in which the law in question must be shown to serve important governmental objectives and substantially relate to the achievement of those objectives. a. reasonable scrutiny b. strict scrutiny c. heightened scrutiny d. relative scrutiny e. None of the Above Answer: c. heightened scrutiny 58. What case is considered by some to be the equivalent for women’s rights of the Brown v. Board of Education case for African Americans? a. Craig v. Boren b. Reed v. Reed c. Harper v. Virginia Board of Elections d. Texas v. All white e. Roe v. Wade Answer: b. Reed v. Reed 59. The present legal status of women was finally achieved in what case? a. Reed v. Reed b. Craig v. Boren c. Harper v. Virginia Board of Education d. Texas v. All white e. Roe V. Wade Answer: b. Craig v. Boren 60. In Craig v. Boren, the Supreme Court applied what test? a. heightened scrutiny test b. test of reasonableness c. strict scrutiny d. relative scrutiny e. Lemon test. Answer: a. heightened scrutiny test 61. The League of United Latin American Citizens was founded in a. 1873. b. 1904. c. 1929. d. 1978. e. 1968 Answer: c. 1929. 62. Native Americans are divided into two movements with different aspirations: one of which calls for __________, and the other for __________. a. war with the United States; peace with the United States b. equality in American society; separate citizenship and government c. political power; moral justice power d. cooperation with African Americans; cooperation with Hispanic Americans e. succession from the United States; cooperation with American. Answer: b. equality in American society; separate citizenship and government 63. Native Americans were given the right to vote in a. 1850. b. 1877. c. 1924. d. 1970. e. 1990. Answer: c. 1924. 64. The Architectural Barriers Act, which required that all buildings constructed with federal money or leased by the federal government be accessible to the handicapped, passed in a. 1933. b. 1968. c. 1979. d. 2001. e. 2007. Answer: b. 1968. 65. Under what act are firms with more than 25 employees barred from discriminating against disabled individuals in hiring or promotion, and companies are required to make “reasonable accommodations for disabled employees”? a. Civil Rights Act of 1964 b. Architectural Barriers Act of 1968 c. Civil Rights Restoration Act of 1988 d. Americans with Disabilities Act of 1990 e. USA Patriot Act. Answer: d. Americans with Disabilities Act of 1990 66. The passage of the USA PATRIOT Act, among other things, a. allowed for the creation of 1,000 additional Patriot missiles by the United States. b. resulted in 5,000 Arab men, who entered the United States after January 1, 2000, being asked to “voluntarily” present themselves for questioning. c. justified the decision to invade Afghanistan following the 9/11 terrorist attacks. d. justified the decision to invade Iraq to look for weapons of mass destruction. e. justified the decision to bomb Somalia targets to root out terrorists. Answer: b. resulted in 5,000 Arab men, who entered the United States after January 1, 2000, being asked to “voluntarily” present themselves for questioning. True or False 67. Chief Justice Earl Warren wrote the unanimous majority opinion in Brown v. Board of Education. Answer: True 68. Most people agree that to truly approach democracy, it is necessary to eliminate unfair discrimination. Answer: True 69. Very few groups within the U.S. population have suffered discrimination. Answer: False 70. The Fugitive Slave Act (1793) did not allow runaway slaves to be captured and returned to slave owners. Answer: False 71. De jure equality is the same as de facto equality. Answer: False 72. Unfair discrimination is the unequal treatment based on race, ethnicity, gender, and other distinctions. Answer: True 73. Actually equality is referred to as de jure equality. Answer: False 74. Dred Scott was a slave. Answer: True 75. In 1920, Missouri was admitted into the union as a free state. Answer: False 76. Nat Turner led a rebellion of slaves and was executed. Answer: True 77. The case of Dred Scott v. Sanford reached the court at a time when justices were seeking to define the legality of slavery. Answer: True 78. The Dred Scott case closed the door to judicial remedies for African Americans seeking legal protection. Answer: True 79. After the Civil War, southern states rejected the black codes. Answer: False 80. After the Civil War, the Supreme Court showed little interest in the rights of African Americans. Answer: True 81. In United States v. Cruikshank the Court considered the constitutionality of the Ku Klux Klan Act of 1870. Answer: True 82. Jim Crow laws had no effect on African Americans. Answer: False 83. The Plessy decision occurred after 1950. Answer: False 84. Booker T. Washington was a former slave who had founded Tuskegee Institute. Answer: True 85. In 1909, W.E.B. Dubois, with other African Americans and concerned white people, formed the National Association for the Advancement of Colored People. Answer: True 86. During World War II, the obvious inequity of expecting African Americans to fight for a country that did not afford them full protection of their civil rights gave rise to new efforts to achieve equality. Answer: True 87. Thurgood Marshall was a lawyer for the NAACP. Answer: True 88. Integration occurs when the government tries to balance the racial composition in schools and public places. Answer: True 89. All state governments responded to the Brown decision in the same way. Answer: False 90. Initially, with the exception of fifty-eight courageous federal district court judges in the South, the federal government was no more willing to take desegregation action than the states had been. Answer: True 91. The modern civil rights protests began with Dr. King visiting with President Eisenhower. Answer: False 92. The concept of civil disobedience was not confined to the SCLC—the Southern Christian Leadership Conference. Answer: True 93. The civil rights movement made great progress toward equality in the early 1960s, but there was still a long way to go. Answer: True 94. A boycott is a march in which people walk down a main street carrying signs, singing freedom songs, and chanting slogans. Answer: False 95. The Civil Rights Act of 1964 increased the federal government’s ability to fight discrimination. Answer: True 96. In 1976, in the case of Harper v. Virginia Board of Elections, the Court held that all poll taxes, even those imposed by states, violated the equal protection clause of the Fourteenth Amendment. Answer: False 97. The “War on Poverty” was first brought about by President Eisenhower. Answer: False 98. Affirmative action programs began with an executive order issued by President Johnson in 1965. Answer: True 99. Quota programs are those programs that guarantee a certain percentage of admissions, new hires, or promotions to members of minority groups. Answer: True 100. The issue of affirmative action was avoided by the Supreme Court in the case of Regents of the University of California v. Bakke. Answer: False 101. Shortly after coming to office in 1981, President Ronald Reagan appointed officials who challenged many of the nation’s civil rights policies. Answer: True 102. In the early 1800s, women in the United States were not permitted to vote, serve on juries, find profitable employment, attend institutions of higher education, or own land in their own name. Answer: True 103. Under Title I, 1972 no one could be excluded from participation in any education program on the basis of sex. Answer: False 104. African Americans are the largest minority in the United States. Answer: False 105. The ADA stands for Association of Disabled Americans. Answer: False Essay Questions 106. How successfully do the Declaration of Independence and the Constitution promise equality in American society? Answer: The Declaration of Independence and the Constitution promise equality in American society, but their success has been mixed and evolving. The Declaration's assertion that "all men are created equal" laid a philosophical foundation for equality, but initially excluded many groups. The Constitution, while establishing a system of governance, also reflected compromises like the Three-Fifths Compromise, which contradicted its principles of equality. Over time, amendments and civil rights laws have aimed to address these inequalities, such as the abolition of slavery (13th Amendment), citizenship and equal protection (14th Amendment), and women's suffrage (19th Amendment). Despite significant progress, challenges like racial discrimination, gender inequality, and systemic biases persist. Thus, while these documents have inspired and facilitated advancements toward equality, the full realization of their promises continues to be a work in progress. 107. Discuss the famous Dred Scott case and indicate how it affected African Americans. Answer: The Dred Scott case, formally known as Dred Scott v. Sandford (1857), is one of the most infamous and consequential decisions in U.S. Supreme Court history. It significantly impacted African Americans and the nation's trajectory toward civil war. Background Dred Scott was an enslaved African American man who had lived with his owner, Dr. John Emerson, in free territories (Illinois and the Wisconsin Territory) where slavery was prohibited. After Emerson's death, Scott sued for his freedom, arguing that his residence in free territories had made him a free man. Supreme Court Decision In a landmark 7-2 decision, the Supreme Court ruled against Scott. Chief Justice Roger B. Taney wrote the majority opinion, which made several key points: 1. Citizenship: The Court ruled that African Americans, whether free or enslaved, could not be American citizens and therefore had no right to sue in federal court. 2. Missouri Compromise: The decision declared the Missouri Compromise of 1820 unconstitutional. The Compromise had prohibited slavery in certain U.S. territories, but the Court argued that Congress lacked the authority to ban slavery in the territories, effectively allowing the spread of slavery. Impact on African Americans The Dred Scott decision had profound and devastating effects on African Americans: 1. Legal Status: It stripped African Americans of any claim to citizenship, reinforcing their status as property rather than individuals with rights. This ruling invalidated any legal protections that free African Americans might have enjoyed. 2. Expansion of Slavery: By declaring the Missouri Compromise unconstitutional, the decision allowed for the potential spread of slavery into the western territories, heightening the fears and struggles of both enslaved and free African Americans. 3. Increased Tensions: The ruling exacerbated sectional tensions between the North and South, contributing to the polarization that eventually led to the Civil War. For African Americans, this period saw heightened oppression and the entrenchment of pro-slavery sentiment in the South. 4. Civil Rights Setback: The decision was a significant setback for the abolitionist movement and delayed the progress of civil rights for African Americans. It underscored the pervasive and institutionalized nature of racism in the legal system of the time. Long-Term Consequences The Dred Scott decision galvanized anti-slavery forces and contributed to the election of Abraham Lincoln, a vocal critic of the decision, in 1860. This election, in turn, prompted Southern states to secede, leading to the Civil War. The war eventually resulted in the abolition of slavery (13th Amendment) and the establishment of citizenship and equal protection rights for African Americans (14th Amendment), effectively overturning the Dred Scott decision. In summary, the Dred Scott case entrenched the denial of citizenship and legal rights for African Americans, allowed for the expansion of slavery, and significantly heightened sectional tensions, ultimately paving the way for the Civil War and the eventual end of slavery in the United States. 108. Identify and explain the three constitutional amendments which came to be known as the Civil War Amendments. Answer: Civil War Amendments 1. 13th Amendment (1865) • Abolished slavery: Ended slavery and involuntary servitude, except as punishment for a crime. 2. 14th Amendment (1868) • Citizenship and equal protection: Granted citizenship to all born or naturalized in the U.S., ensuring equal protection and due process under the law. 3. 15th Amendment (1870) • Voting rights: Prohibited denying the right to vote based on race, color, or previous condition of servitude. 109. Discuss how after the Civil War, the Supreme Court contributed to the creation of legal segregation. Answer: Supreme Court and Legal Segregation Post-Civil War 1. Slaughter-House Cases (1873) • Limited the scope of the 14th Amendment, weakening protections for African Americans against state discrimination. 2. United States v. Cruikshank (1876) • Restricted federal intervention in civil rights violations, leaving African Americans vulnerable to state and private discrimination. 3. Civil Rights Cases (1883) • Struck down the Civil Rights Act of 1875, ruling that the 14th Amendment did not apply to private acts of discrimination. 4. Plessy v. Ferguson (1896) • Upheld "separate but equal" doctrine, legally justifying racial segregation and leading to widespread Jim Crow laws. Consequences • Jim Crow Laws: Enforced racial segregation in public and private life. • Entrenchment of Discrimination: Validated and institutionalized racial discrimination, limiting federal efforts to protect African American rights. 110. Identify and explain three ways in which in the disenfranchisement of African American voters occurred in this country. Answer: Methods of African American Voter Disenfranchisement 1. Poll Taxes • Required payment to vote, disproportionately affecting impoverished African Americans. • Used to suppress African American votes and maintain white supremacy. 2. Literacy Tests • Assessed reading and writing skills, often administered unfairly. • Used to disqualify African Americans from voting by setting biased standards. 3. Grandfather Clauses • Exempted voters whose grandfathers could vote before the Civil War. • Discriminated against African Americans, as their ancestors were enslaved or denied voting rights. Impact • These methods significantly reduced African American voter registration and participation. • They contributed to long-lasting racial inequality and political marginalization. 111. How was the legal equality promised by the government in the early to mid-20th century accomplished by the judicial branch? Answer: The legal equality promised by the government in the early to mid-20th century was accomplished by the judicial branch primarily through landmark Supreme Court decisions that interpreted the Constitution to protect the rights of marginalized groups, particularly African Americans. Three key ways in which the judicial branch achieved this are: 1. Brown v. Board of Education (1954) • Background: This case challenged the constitutionality of racial segregation in public schools, arguing that separate educational facilities were inherently unequal. • Outcome: The Supreme Court, in a unanimous decision, declared that state laws establishing separate public schools for black and white students were unconstitutional. This decision overturned the "separate but equal" doctrine established in Plessy v. Ferguson (1896) and marked a major victory in the civil rights movement. 2. Brown v. Board of Education II (1955) • Implementation: Following the original Brown decision, this case addressed the implementation of desegregation in public schools. • Outcome: The Court issued a decision known as "Brown II," which required that desegregation proceed with "all deliberate speed." While this language was initially interpreted as allowing for gradual desegregation, it eventually led to the dismantling of segregated school systems. 3. Civil Rights Act of 1964 • Background: While not a judicial decision, the Civil Rights Act of 1964 was a landmark piece of legislation that aimed to end segregation and protect the civil rights of African Americans and other marginalized groups. • Impact: The Act outlawed discrimination based on race, color, religion, sex, or national origin and ended unequal application of voter registration requirements, racial segregation in schools, workplaces, and public accommodations. Overall Impact These judicial and legislative actions, along with others such as the Voting Rights Act of 1965, helped to dismantle legal segregation and establish legal equality for African Americans and other marginalized groups. They marked significant milestones in the civil rights movement and have had a lasting impact on American society. 112. What role did Thurgood Marshall play in terms of seeking equality in schools? Answer: Thurgood Marshall played a pivotal role in seeking equality in schools, particularly through his work as a lawyer and his involvement in the landmark case Brown v. Board of Education. Marshall was the lead attorney for the plaintiffs in the case, representing African American families who challenged the constitutionality of racial segregation in public schools. His role and impact can be understood in the following ways: 1. Legal Strategy and Advocacy • Litigation Strategy: Marshall, along with the NAACP Legal Defense Fund team, developed a legal strategy that argued segregation in public education violated the Equal Protection Clause of the 14th Amendment. • Advocacy: Marshall's advocacy before the Supreme Court was instrumental in persuading the Court to rule in favor of desegregation. 2. Landmark Victory in Brown v. Board of Education • Historic Decision: Marshall's efforts culminated in the historic 1954 Supreme Court decision in Brown v. Board of Education, which declared state laws establishing separate public schools for black and white students unconstitutional. • Overturning Plessy v. Ferguson: The decision effectively overturned the "separate but equal" doctrine established in Plessy v. Ferguson (1896), marking a major victory in the civil rights movement. 3. Role as a Legal Pioneer • First African American Supreme Court Justice: Marshall's work as a civil rights attorney and his success in cases like Brown v. Board of Education contributed to his appointment as the first African American Supreme Court Justice in 1967. • Legacy: Marshall's legacy extends beyond his tenure on the Supreme Court, as he is remembered for his lifelong dedication to the pursuit of equality and justice. 4. Continued Advocacy for Equality • Judicial Career: As a Supreme Court Justice, Marshall continued to advocate for equality and civil rights, consistently supporting decisions that promoted desegregation and equal rights. • Inspiration: Marshall's work continues to inspire advocates for civil rights and serves as a reminder of the importance of using the law to achieve social justice and equality. 113. Discuss why did it take so long to implement the desegregation promise of Brown v. Board of Education and later move on to desegregating society? Answer: The implementation of the desegregation promise of Brown v. Board of Education and later efforts to desegregate society were delayed due to: • Resistance and opposition from states, localities, and white supremacist groups. • Legal challenges, slow judicial process, and the "all deliberate speed" standard. • Lack of political will and limited federal intervention. • Social and cultural barriers, including deeply ingrained segregation and fear/prejudice. • Economic considerations, such as white flight and disparities in school funding. • Legacy of discrimination from centuries of slavery and legal segregation. These factors combined to hinder progress towards achieving true equality and desegregation, requiring persistent efforts and sacrifices over many years to make significant strides. 114. Discuss the role of the Reverend Martin Luther King Jr. in the civil rights movement. Answer: Reverend Martin Luther King Jr. played a pivotal role in the civil rights movement, emerging as one of its most prominent leaders and advocates for nonviolent resistance. His leadership and activism were instrumental in advancing the cause of civil rights and challenging racial segregation and discrimination in the United States. Some key aspects of his role in the civil rights movement include: 1. Leadership in the Montgomery Bus Boycott • Beginning: King rose to national prominence in 1955 as a leader of the Montgomery Bus Boycott, sparked by Rosa Parks' refusal to give up her bus seat to a white passenger. • Role: King's leadership and advocacy for nonviolent protest were central to the success of the boycott, which led to the desegregation of the Montgomery bus system. 2. Southern Christian Leadership Conference (SCLC) • Founding: King was a co-founder of the SCLC in 1957, a civil rights organization that advocated for nonviolent resistance to achieve civil rights reform. • Role: As president of the SCLC, King organized and led numerous nonviolent protests and campaigns across the country, including the Birmingham campaign and the March on Washington. 3. Birmingham Campaign and Letter from Birmingham Jail • Campaign: In 1963, King led the Birmingham campaign, a series of nonviolent protests against racial segregation in Birmingham, Alabama. • Letter: While imprisoned during the campaign, King wrote his famous "Letter from Birmingham Jail," which outlined the moral justification for nonviolent resistance to injustice. 4. March on Washington and "I Have a Dream" Speech • Event: In August 1963, King delivered his iconic "I Have a Dream" speech at the March on Washington for Jobs and Freedom, calling for an end to racism and envisioning a future of racial harmony. • Impact: The march and King's speech helped to galvanize support for civil rights legislation and became a defining moment of the civil rights movement. 5. Civil Rights Act of 1964 and Voting Rights Act of 1965 • Advocacy: King's advocacy and leadership were instrumental in the passage of key civil rights legislation, including the Civil Rights Act of 1964, which outlawed discrimination based on race, color, religion, sex, or national origin. • Voting Rights: King also played a crucial role in the passage of the Voting Rights Act of 1965, which aimed to overcome legal barriers that prevented African Americans from exercising their right to vote. 6. Legacy and Impact • Legacy: King's commitment to nonviolent resistance and his vision of a racially integrated and just society continue to inspire people around the world. • Impact: His efforts were instrumental in advancing civil rights and fostering greater racial equality in the United States, although challenges remain. Overall, Martin Luther King Jr. played a transformative role in the civil rights movement through his leadership, advocacy, and commitment to nonviolent resistance, leaving a lasting impact on American society and the struggle for racial justice. 115. Discuss how Supreme Court cases and laws to realize desegregation in American society finally realized and then threatened again. Answer: Desegregation in American society was finally realized through a combination of Supreme Court cases and laws, but these achievements have faced ongoing threats and challenges over time. Realization of Desegregation 1. Brown v. Board of Education (1954): This landmark Supreme Court case declared racial segregation in public schools unconstitutional, laying the groundwork for desegregation in education. 2. Civil Rights Act of 1964: This legislation outlawed discrimination based on race, color, religion, sex, or national origin, and helped to dismantle segregation in public accommodations, schools, and workplaces. 3. Voting Rights Act of 1965: This act aimed to overcome legal barriers that prevented African Americans from exercising their right to vote, helping to increase political representation and participation. Threats and Challenges 1. Resegregation in Schools: Despite desegregation efforts, many schools have become resegregated due to factors like residential segregation and changes in school district boundaries. 2. Rollbacks in Voting Rights: In recent years, there have been efforts to roll back voting rights protections, such as voter ID laws and restrictions on early voting, which disproportionately affect minority voters. 3. Erosion of Civil Rights Protections: There has been a push to weaken civil rights laws and protections, making it more difficult to address discrimination and inequality. Overall, while desegregation was a significant achievement in American society, ongoing efforts are needed to address persistent challenges and threats to equality and civil rights. The legacy of desegregation serves as a reminder of the importance of continuing to strive for a more inclusive and equitable society. 116. Comment on affirmative action in terms of its implications and indicate how various presidents have reacted to it. Answer: Affirmative action refers to policies and practices that aim to increase opportunities for historically marginalized groups, such as racial minorities and women, in areas such as employment, education, and contracting. It has been a topic of debate and controversy, with implications that vary depending on one's perspective. Implications of Affirmative Action 1. Equality and Diversity: Proponents argue that affirmative action promotes equality and diversity by providing opportunities to those who have been historically disadvantaged. 2. Meritocracy and Fairness: Critics argue that affirmative action undermines meritocracy and fairness by giving preferential treatment based on race or gender. 3. Legal and Ethical Concerns: There are legal and ethical concerns about whether affirmative action violates principles of equal protection under the law and whether it perpetuates stereotypes or stigmatizes beneficiaries. Presidential Reactions 1. Lyndon B. Johnson: President Johnson issued Executive Order 11246, which required federal contractors to take affirmative action to ensure that applicants are treated without regard to race, color, religion, sex, or national origin. 2. Richard Nixon: President Nixon introduced the concept of "benign neglect" towards affirmative action, expressing concerns about its effectiveness and potential for reverse discrimination. 3. Ronald Reagan: President Reagan opposed affirmative action, believing it to be discriminatory and advocating for a color-blind approach to government policies. 4. Bill Clinton: President Clinton supported affirmative action but also emphasized the importance of ensuring that it was implemented fairly and did not create quotas or preferences based on race. 5. George W. Bush: President Bush expressed mixed views on affirmative action, supporting some forms of it but also opposing the use of quotas and preferences based on race. 6. Barack Obama: President Obama supported affirmative action as a way to promote diversity and equal opportunity, but also acknowledged the need to review and refine its implementation. Overall, affirmative action remains a complex and contentious issue, with ongoing debates about its effectiveness, fairness, and legality. Different presidents have taken varying stances on affirmative action, reflecting the diversity of opinions and perspectives on this issue in American society. 117. Discuss how the movement for women’s rights began in the United States. Answer: The movement for women's rights in the United States has deep historical roots, dating back to the early 19th century and evolving over time. Several key events and movements mark the beginning and progression of the women's rights movement: 1. Seneca Falls Convention (1848) • Beginning: Considered the starting point of the women's rights movement in the United States. • Key Figures: Organized by Elizabeth Cady Stanton and Lucretia Mott, it brought together hundreds of women and men to discuss women's rights. • Declaration of Sentiments: Modeled after the Declaration of Independence, it outlined grievances and called for women's equality, including the right to vote. 2. Suffrage Movement • Susan B. Anthony and Elizabeth Cady Stanton: Key figures in the suffrage movement, they founded the National Woman Suffrage Association in 1869 to advocate for women's right to vote. • 19th Amendment: Ratified in 1920, it granted women the right to vote, a major victory for the women's rights movement. 3. Abolitionist Movement • Intersectionality: Many women involved in the abolitionist movement, such as Sojourner Truth and Harriet Tubman, also advocated for women's rights. • Connections: The abolitionist movement provided a platform for women to speak out and gain experience in activism, which later influenced the women's rights movement. 4. Second Wave Feminism (1960s-1980s) • Focus on Equality: This phase of the women's rights movement focused on achieving social, political, and economic equality for women. • Key Issues: Included reproductive rights, workplace discrimination, and gender roles. 5. Continued Activism • Ongoing Efforts: The women's rights movement continues today, addressing issues such as gender-based violence, pay equity, and representation in leadership roles. • Global Impact: The movement has also influenced global efforts for women's rights and gender equality. Overall, the movement for women's rights in the United States began with the Seneca Falls Convention in 1848 and has evolved over time, achieving significant milestones such as women's suffrage and continuing to advocate for gender equality and social change. 118. How has our country reacted to women’s rights? Answer: The United States has reacted to women's rights in a complex and evolving manner, with progress made in some areas but ongoing challenges and resistance in others. Some key aspects of the country's reaction to women's rights include: 1. Suffrage and Legal Rights • 19th Amendment: Ratified in 1920, granting women the right to vote, a significant milestone in the women's rights movement. • Legal Equality: Over the years, laws have been enacted to promote gender equality, such as the Equal Pay Act of 1963 and Title IX of the Education Amendments of 1972. 2. Workplace and Economic Rights • Workforce Participation: Women's workforce participation has increased significantly, but they still face challenges such as the gender pay gap and underrepresentation in leadership roles. • Family and Medical Leave Act: Enacted in 1993, providing unpaid leave for family and medical reasons, but paid leave remains a challenge. 3. Social and Cultural Attitudes • Changing Attitudes: There has been a shift in societal attitudes towards women's roles, with more recognition of women's capabilities and contributions. • Persistent Stereotypes: However, stereotypes and gender norms still persist, impacting women's opportunities and experiences. 4. Reproductive Rights • Roe v. Wade: The 1973 Supreme Court decision legalized abortion nationwide, but access to reproductive healthcare remains a contentious issue. 5. Continued Activism and Progress • Ongoing Advocacy: The women's rights movement continues to advocate for gender equality and address issues such as sexual harassment, violence against women, and reproductive rights. • Political Representation: There has been progress in political representation, with more women holding elected office, including the first female vice president, Kamala Harris. Overall, while the United States has made significant strides in advancing women's rights, challenges remain in achieving full gender equality. The country's reaction to women's rights reflects a mix of progress, resistance, and ongoing efforts to address gender-based inequalities. 119. Discuss the plight of Hispanic Americans and Native Americans in terms of attempts to improve opportunities for them in our society. Answer: The plight of Hispanic Americans and Native Americans in the United States has been marked by historical injustices and ongoing challenges. Efforts to improve opportunities for these communities have been complex and multifaceted, with varying degrees of success. Hispanic Americans 1. Civil Rights Movement: Hispanic Americans have faced discrimination and economic disparities, leading to activism and advocacy for civil rights. 2. Immigration Policies: Changes in immigration policies have had significant impacts on Hispanic communities, affecting access to education, healthcare, and employment. 3. Education: Efforts to improve educational opportunities for Hispanic Americans have included bilingual education programs and initiatives to increase college enrollment and graduation rates. 4. Political Representation: There have been efforts to increase Hispanic representation in politics, with some success in electing Hispanic officials to local, state, and national offices. 5. Economic Opportunities: Programs promoting economic development and entrepreneurship among Hispanic Americans have aimed to improve financial stability and access to resources. Native Americans 1. Historical Injustices: Native Americans have faced a history of displacement, forced assimilation, and loss of cultural identity, leading to socioeconomic challenges. 2. Treaty Rights: Efforts to protect treaty rights and promote tribal sovereignty have been ongoing, but issues such as land rights and resource management remain contentious. 3. Education: Initiatives to improve education in Native American communities have included culturally relevant curriculum and support for tribal colleges and universities. 4. Healthcare: Access to quality healthcare remains a significant challenge for many Native Americans, with efforts to improve services and address disparities. 5. Economic Development: Efforts to promote economic development in Native American communities have focused on job creation, entrepreneurship, and natural resource management. Overall, while there have been efforts to improve opportunities for Hispanic Americans and Native Americans, challenges persist due to historical injustices, ongoing discrimination, and systemic barriers. Continued advocacy, policy changes, and community-led initiatives are crucial to addressing these issues and advancing equity and opportunity for these communities in American society. 120. Comment on what the American government has done to help Americans with disabilities. Answer: The American government has taken several steps to help Americans with disabilities, aimed at ensuring equal access to opportunities and services. Some key actions include: 1. Americans with Disabilities Act (ADA) • Enactment: Signed into law in 1990, the ADA prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and public spaces. • Accessibility: The ADA requires businesses and public entities to provide accommodations and accessibility features for people with disabilities, such as wheelchair ramps and accessible restrooms. • Impact: The ADA has been instrumental in improving the lives of millions of Americans with disabilities, enhancing access to employment, education, and public services. 2. Individuals with Disabilities Education Act (IDEA) • Purpose: Enacted in 1975 and reauthorized in 2004, IDEA ensures that children with disabilities receive a free and appropriate public education tailored to their individual needs. • Services: IDEA mandates the provision of special education and related services, including early intervention programs for infants and toddlers with disabilities. • Progress: IDEA has significantly improved educational outcomes for children with disabilities, increasing graduation rates and post-secondary education opportunities. 3. Rehabilitation Act of 1973 • Section 504: This law prohibits discrimination against individuals with disabilities in programs receiving federal financial assistance. • Vocational Rehabilitation: The Rehabilitation Act also includes provisions for vocational rehabilitation services to help individuals with disabilities prepare for, find, and maintain employment. 4. Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) • Benefits: These programs provide financial assistance to individuals with disabilities who are unable to work or have limited income and resources. • Support: SSDI and SSI help millions of Americans with disabilities meet their basic needs and access essential services. 5. Technology and Innovation • Assistive Technology: The government has supported the development and implementation of assistive technologies to help individuals with disabilities live more independently and participate fully in society. • Accessibility Standards: The government has also established accessibility standards for electronic and information technology to ensure that people with disabilities can access digital content and services. Overall, the American government has taken significant steps to support Americans with disabilities, promoting equality, access, and inclusion in various aspects of life. Test Bank for Approaching Democracy Larry A Berman, Bruce Allen Murphy 9780205903825
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