Preview Extract
Chapter twenty-Nine
Affluence and anxiety
Multiple Choice
1. Who invented the concept of the mass construction of suburban homes?
A) William Levitt
B) Thurgood Marshall
C) Joseph McCarthy
D) Norman Vincent Peale
E) Reginald Rose
Answer: A
Rationale:
William Levitt is credited with inventing the concept of the mass construction of suburban
homes. He was a real estate developer who revolutionized the housing industry with his
innovative methods of mass-producing affordable, standardized homes. Levitt's Levittowns
became synonymous with suburban living in post-World War II America.
2. What group was rigidly excluded from all three Levittowns?
A) the middle class
B) the working class
C) African Americans
D) Protestants
E) Catholics
Answer: C
Rationale:
African Americans were rigidly excluded from all three Levittowns. Despite the high demand
for housing, Levitt's developments implemented racially restrictive covenants that explicitly
prohibited the sale or rental of homes to African Americans, contributing to the segregation of
suburban communities.
3. The most significant social trend in postwar America was _______.
A) the decline of the nuclear family
B) a decrease in the birth rate
C) a decline in family size
D) the emergence of the drug culture
E) the flight to the suburbs
Answer: E
Rationale:
The most significant social trend in postwar America was the flight to the suburbs. Following
World War II, millions of Americans moved from urban areas to suburban communities,
seeking affordable housing, better schools, and a more relaxed lifestyle. This mass migration
reshaped the demographic and cultural landscape of the United States.
4. The term “baby boom” refers to a significant increase in _______.
A) the infant survival rate in America
B) the American birth rate
C) the amount of money spent on babies
D) the popularity of adopting children
E) the rise in teenage pregnancies
Answer: B
Rationale:
The term "baby boom" refers to a significant increase in the American birth rate. Following
World War II, there was a sharp rise in births in the United States, resulting in the largest
generation in American history known as the baby boomers.
5. By 1960, America’s gross national product was ________ the 1940 gross national product.
A) less than half
B) about ten percent less than
C) about the same as
D) about fifty percent higher than
E) more than double
Answer: E
Rationale:
By 1960, America’s gross national product was more than double the 1940 gross national
product. The post-World War II era witnessed unprecedented economic growth and prosperity
in the United States, fueled by factors such as industrial expansion, technological innovation,
and increased consumer spending.
6. Which section of the country benefited the most from the economic boom of the 1950s?
A) the Hawaiian Islands
B) the Great Lakes region
C) the Midwest region
D) the Sunbelt states
E) the New England area
Answer: D
Rationale:
The Sunbelt states benefited the most from the economic boom of the 1950s. The Sunbelt,
encompassing states in the southern and western regions of the United States, experienced
rapid population growth, industrial development, and expansion of the aerospace and defense
industries during this period.
7. Which of the following was critical to life in the suburbs?
A) jobs close to the home sites
B) efficient public transportation
C) the automobile
D) American school systems
E) air conditioning
Answer: C
Rationale:
The automobile was critical to life in the suburbs. The widespread availability of automobiles
enabled suburban residents to commute to work, access amenities and services, and
participate in leisure activities, contributing to the suburban lifestyle and culture.
8. What was Dr. Benjamin Spock’s bestselling book about?
A) infant and child care
B) public education
C) Cold War politics
D) dating and marriage
E) space travel
Answer: A
Rationale:
Dr. Benjamin Spock's bestselling book was about infant and child care. "The Common Sense
Book of Baby and Child Care," first published in 1946, revolutionized parenting advice and
became a staple resource for generations of American parents seeking guidance on childrearing practices.
9. What was the dominant social theme of 1950s America?
A) individualism
B) free love
C) philanthropy
D) consumerism
E) political activism
Answer: D
Rationale:
The dominant social theme of 1950s America was consumerism. The postwar economic
boom and rise of mass production and advertising fueled a culture of consumption and
materialism, with Americans embracing a lifestyle centered around the acquisition of goods
and services.
10. An immediate problem for rapidly growing suburban communities was providing
adequate _______.
A) water supplies
B) schools
C) waste disposal
D) law enforcement
E) mass transit
Answer: B
Rationale:
An immediate problem for rapidly growing suburban communities was providing adequate
schools. The influx of families into suburban areas strained existing educational
infrastructure, leading to the need for new schools and expanded educational facilities to
accommodate the growing population of children.
11. What kind of programming became popular after television advertisers abandoned
dramas?
A) documentaries
B) cooking shows
C) quiz shows
D) talk shows
E) reality television
Answer: C
Rationale:
Quiz shows became popular after television advertisers abandoned dramas. Following a
decline in viewership for scripted dramas, television networks turned to game shows and quiz
programs, which proved to be inexpensive to produce and attracted large audiences. Shows
like "The $64,000 Question" and "Twenty-One" became cultural phenomena during the
1950s.
12. What was the focus of the bestselling book The Lonely Crowd?
A) life in suburbia
B) love and romance
C) Cold War politics
D) manufacturing work
E) life in the cities
Answer: A
Rationale:
The focus of the bestselling book "The Lonely Crowd" was life in suburbia. Written by
sociologists David Riesman, Nathan Glazer, and Reuel Denney, the book explored the shift in
American society from a culture of inner-directedness to one of other-directedness,
examining the impact of suburbanization on social attitudes and behavior.
13. Who were the “beats” of the 1950s?
A) jazz musicians who experimented with folk music
B) a light rock group on a popular variety show
C) writers and poets who rebelled against materialistic values
D) a motorcycle gang whose members included Jack Kerouac and James Dean
E) a group of talented screenplay writers in the early days of television
Answer: C
Rationale:
The "beats" of the 1950s were writers and poets who rebelled against materialistic values.
Figures such as Jack Kerouac, Allen Ginsberg, and William S. Burroughs challenged
mainstream society through their literary works, advocating for personal freedom,
spontaneity, and spiritual exploration.
14. Which of the following adjectives best describes Eisenhower’s administration?
A) moderation
B) neoconservative
C) liberal
D) progressive
E) reformist
Answer: A
Rationale:
The adjective that best describes Eisenhower's administration is moderation. Dwight D.
Eisenhower, known for his pragmatic and centrist approach to governance, sought to
maintain stability and avoid radical changes in domestic and foreign policy. His
administration emphasized fiscal responsibility, bipartisanship, and a cautious approach to
social reform.
15. The first president to attack racial discrimination seriously was _______.
A) Harry Truman
B) Franklin Roosevelt
C) Theodore Roosevelt
D) John F. Kennedy
E) Herbert Hoover
Answer: A
Rationale:
The first president to attack racial discrimination seriously was Harry Truman. Truman issued
Executive Order 9981 in 1948, which desegregated the armed forces and established the
President's Committee on Civil Rights, marking significant steps toward racial equality in
America.
16. By 1960, the most racially integrated institution in American society was _______.
A) the public high school system
B) the private university system
C) corporate America
D) the armed forces
E) Protestant churches
Answer: D
Rationale:
By 1960, the most racially integrated institution in American society was the armed forces.
Following Truman's desegregation of the military, the armed forces became a model for racial
integration, providing opportunities for African American soldiers to serve alongside white
counterparts on equal terms.
17. Which institution was the first focus of the NAACP’s efforts to end segregation?
A) kindergartens
B) elementary schools
C) middle schools
D) high schools
E) universities
Answer: E
Rationale:
The institution that was the first focus of the NAACP’s efforts to end segregation was
universities. The NAACP targeted higher education institutions, particularly law schools, as
part of its legal strategy to challenge racial discrimination and promote equal access to
education.
18. In Brown v. Board of Education of Topeka, the Supreme Court ruled that school
segregation _______.
A) was acceptable as long as the schools were actually equal
B) could not be banned as long as local voters supported it
C) violated the Fourteenth Amendment by creating feelings of inferiority
D) was necessary in order to foster a strong sense of racial identity
E) was protected by the Nineteenth Amendment to the Constitution
Answer: C
Rationale:
In Brown v. Board of Education of Topeka, the Supreme Court ruled that school segregation
violated the Fourteenth Amendment by creating feelings of inferiority among African
American students. The decision declared that "separate educational facilities are inherently
unequal" and paved the way for the desegregation of public schools in the United States.
19. By 1960, what percentage of African-American children in the Deep South attended
schools with white students?
A) less than 1%
B) 10%
C) 25%
D) 45%
E) more than 50%
Answer: A
Rationale:
By 1960, less than 1% of African-American children in the Deep South attended schools with
white students. Despite legal victories such as Brown v. Board of Education, many Southern
states resisted desegregation efforts, maintaining racially segregated schools through
"separate but equal" policies and systemic discrimination.
20. Whose action sparked the Montgomery bus boycott?
A) Martin Luther King, Jr.
B) Ella Baker
C) Rosa Parks
D) Thurgood Marshall
E) Orval Faubus
Answer: C
Rationale:
Rosa Parks's action sparked the Montgomery bus boycott. On December 1, 1955, Parks, an
African American woman, refused to give up her seat to a white passenger on a Montgomery
city bus, leading to her arrest and igniting a mass protest against racial segregation in public
transportation, organized by civil rights leaders like Martin Luther King, Jr.
21. Who led the Montgomery bus boycott?
A) Martin Luther King, Jr.
B) Ella Baker
C) Rosa Parks
D) Thurgood Marshall
E) Bayard Rustin
Answer: A
Rationale:
Martin Luther King, Jr. led the Montgomery bus boycott. As a young minister and emerging
civil rights leader, King played a central role in organizing and leading the boycott, which
lasted for 381 days and ultimately led to the desegregation of Montgomery's public transit
system.
Certainly! Here are the original questions along with the provided answers and their
rationales:
22. Martin Luther King, Jr.’s philosophy advocated _______.
A) immigration to Africa rather than trying to gain rights in the United States
B) acceptance of discrimination until the courts brought about changes
C) the use of violence to get the nation’s attention for his cause
D) the use of any means necessary, including dirty tricks, to gain equality
E) the use of nonviolent, passive resistance to unjust laws
Answer: E
Rationale:
Martin Luther King, Jr. advocated the use of nonviolent, passive resistance to unjust laws as a
means to achieve civil rights for African Americans. His philosophy, inspired by Mahatma
Gandhi's principles of nonviolence, emphasized peaceful protest, civil disobedience, and
moral persuasion to bring about social change.
23. Martin Luther King, Jr. founded the _______ to obtain civil rights for African Americans.
A) Black Panthers
B) Fair Employment Practices Committee
C) National Association for the Advancement of Colored People
D) Southern Christian Leadership Conference
E) Urban League
Answer: D
Rationale:
Martin Luther King, Jr. founded the Southern Christian Leadership Conference (SCLC) to
obtain civil rights for African Americans. The SCLC played a central role in organizing and
coordinating nonviolent civil rights protests and campaigns throughout the United States,
working toward achieving racial equality and justice.
24. Where did the “sit-in” movement begin?
A) Montgomery, Alabama
B) Little Rock, Arkansas
C) Washington, D.C.
D) Topeka, Kansas
E) Greensboro, North Carolina
Answer: E
Rationale:
The "sit-in" movement began in Greensboro, North Carolina. On February 1, 1960, four
African American college students from North Carolina Agricultural and Technical State
University staged a sit-in at a segregated Woolworth's lunch counter, sparking a wave of
nonviolent protests against racial segregation in public accommodations across the South.
25. Why was the Student Nonviolent Coordinating Committee founded?
A) to run the Montgomery bus boycott
B) to stage peaceful civil rights protests
C) to provide research for military court cases
D) to ferret out communists on college campuses
E) to lead the fight against desegregation
Answer: B
Rationale:
The Student Nonviolent Coordinating Committee (SNCC) was founded to stage peaceful
civil rights protests. Formed in April 1960 by young activists involved in the sit-in
movement, SNCC played a key role in organizing and mobilizing student-led demonstrations
and campaigns for racial equality and social justice.
26. The 1950s in America were characterized by _______.
A) a lower standard of living
B) migration from the suburbs to urban areas
C) unprecedented restraint on consumerism
D) a new affluence and a thriving economy
E) economic recession and inflation
Answer: D
Rationale:
The 1950s in America were characterized by a new affluence and a thriving economy.
Following World War II, the United States experienced a period of sustained economic
growth, marked by rising incomes, increased consumer spending, and technological
innovation, leading to a higher standard of living for many Americans.
27. Why did some people criticize American suburban life?
A) They accused suburban families of snobbery since only the wealthy could live there.
B) They thought the houses were built with substandard materials and craftsmanship.
C) They disliked the conformity and uniformity of suburban life.
D) They were afraid that a mass exodus to the suburbs would harm urban economies.
E) They worried about the pollution generated by suburban automobile commuters.
Answer: C
Rationale:
Some people criticized American suburban life due to the conformity and uniformity they
observed. Critics argued that suburban communities fostered a culture of conformity, social
homogeneity, and materialism, stifling individuality and creativity among residents.
28. The economic abundance of the 1950s _______.
A) benefited all geographic regions of the country almost equally
B) virtually erased unemployment throughout the United States
C) did not benefit the steel industry and agriculture as much as other industries
D) had very little effect on the American public outside of the upper class
E) led to a surprising racial equality
Answer: C
Rationale:
The economic abundance of the 1950s did not benefit the steel industry and agriculture as
much as other industries. While sectors such as manufacturing, technology, and construction
thrived during the postwar economic boom, traditional industries like steel production and
agriculture faced challenges such as competition from overseas and technological changes.
29. Which of the following statements best describes typical Americans who were born in the
1930s?
A) As children, they experienced boom times; as young adults, they lived through hard times.
B) As children, they lived through hard times; as young adults, they experienced boom times.
C) As children, they witnessed the rise of cities; as young adults, they saw the decline of
cities.
D) As children, they witnessed the rise of cars; as young adults, they saw cars replaced by
mass transit.
E) As children, they lived through war; as young adults their country was at peace for
decades. Answer: B
Rationale:
The statement that best describes typical Americans who were born in the 1930s is that as
children, they lived through hard times; as young adults, they experienced boom times. Born
during the Great Depression, individuals from this generation grew up during a period of
economic hardship and uncertainty but came of age during the post-World War II economic
boom, experiencing increased prosperity and opportunities.
30. The new American suburbs of the 1950s were NOT _______ diverse.
A) economically
B) socially
C) professionally
D) racially
E) ethnically
Answer: D
Rationale:
The new American suburbs of the 1950s were NOT racially diverse. Suburbanization in the
postwar era often led to racially segregated communities, as discriminatory housing practices
and policies excluded minority groups, particularly African Americans, from suburban
neighborhoods, contributing to patterns of racial segregation and inequality.
31. What was a drawback of suburban life for the family?
A) Many families were torn apart by pressure to conform to suburban expectations.
B) Many young families had to share their homes with extended family members.
C) Many parents were too focused on earning money to make time for family bonding.
D) Many mothers and wives remained locked into stereotypical gender roles.
E) Many children received little attention from their hard-working parents.
Answer: D
Rationale:
A drawback of suburban life for the family was that many mothers and wives remained
locked into stereotypical gender roles. Despite the affluence and material comfort associated
with suburban living, traditional gender norms often confined women to domestic duties,
limiting their opportunities for personal fulfillment and professional advancement.
32. People’s attitude toward organized religion in the 1950s was _______.
A) positive and religious affiliation boomed
B) negative and churches lost large numbers of members
C) indifferent and it was seen as less important than in the past
D) indifferent as people focused more on spirituality than organized religion
E) indifferent as lives became too hectic to include religious services
Answer: A
Rationale:
In the 1950s, people's attitude toward organized religion was positive, and religious affiliation
boomed. The postwar era saw a resurgence of interest in religion, with many Americans
turning to churches for spiritual guidance and community support amid the uncertainties of
the Cold War and rapid social change.
33. The government increased federal funding for science education in 1957 in response to
_______.
A) the cultural shift from religion to science
B) the public interest in electronic gadgets
C) the Soviet Union’s launch of Sputnik
D) the criticism of “progressive” education
E) the economic competition from Japan
Answer: C
Rationale:
The government increased federal funding for science education in 1957 in response to the
Soviet Union’s launch of Sputnik. The successful launch of the Soviet satellite shocked the
United States and sparked concerns about the nation's technological competitiveness, leading
to increased investment in science and technology education.
34. The Truman administration failed to establish the Fair Employment Practices
Commission because _______.
A) Truman himself secretly worked to defeat its passage
B) most people were against the idea of wives working
C) it was seen as a criticism of consumer culture
D) Southern politicians managed to block the legislation
E) the public thought the program was a socialist plot
Answer: D
Rationale:
The Truman administration failed to establish the Fair Employment Practices Commission
because Southern politicians managed to block the legislation. Despite Truman's support for
the commission, resistance from Southern lawmakers, who feared federal intervention in
matters of racial discrimination, prevented its establishment.
35. In the 1950s, Americans experienced a contradiction in _______.
A) their apparent obsession with technology but reluctance to embrace television
B) their growing commitment to organized religion while having less time for church
activities
C) moving to the suburbs yet longing for the excitement and opportunities found in cities
D) saying they feared another depression but refusing to spend money to bolster the economy
E) denouncing the Soviet Union for human rights violations while supporting segregation
Answer: E
Rationale:
In the 1950s, Americans experienced a contradiction in denouncing the Soviet Union for
human rights violations while supporting segregation. Despite the United States'
condemnation of the Soviet Union's suppression of civil liberties, racial segregation persisted
in many parts of the country, revealing a disconnect between American rhetoric and actions
regarding human rights.
36. During the Truman administration, _______.
A) voting discrimination against African Americans came to an end
B) public schools were desegregated in many states
C) an order for desegregation of the armed forces was issued
D) Congress established a permanent civil rights commission
E) the Civil Rights Division of the Justice Department was weakened
Answer: C
Rationale:
During the Truman administration, an order for desegregation of the armed forces was issued.
In 1948, President Harry Truman issued Executive Order 9981, which mandated the
desegregation of the armed forces, marking a significant step toward racial equality and the
dismantling of segregationist policies in the United States military.
37. As a result of Brown v. Board of Education of Topeka, _______.
A) segregation in the South ended almost immediately
B) the slow process of integrating schools began
C) the civil rights movement ended quietly
D) African-American students were fully accepted by white teachers
E) African Americans could finally be teachers in the South
Answer: B
Rationale:
As a result of Brown v. Board of Education of Topeka, the slow process of integrating
schools began. The landmark Supreme Court decision in 1954 declared state laws
establishing separate public schools for black and white students unconstitutional, setting the
stage for the gradual desegregation of public education in the United States.
38. Why did more than a hundred senators and congressmen sign the Southern Manifesto?
A) They were declaring an intention to secede from the Union again.
B) They were expressing concern about the lack of a balanced federal budget.
C) They were declaring an intention to hunt down communists working in government.
D) They were asking Eisenhower to show his support for the bus boycott.
E) They were protesting the Brown v. Board of Education of Topeka ruling.
Answer: E
Rationale:
More than a hundred senators and congressmen signed the Southern Manifesto to protest the
Brown v. Board of Education of Topeka ruling. The manifesto, issued in 1956, denounced the
Supreme Court decision and advocated for the preservation of racial segregation in public
schools, reflecting the resistance of Southern lawmakers to desegregation efforts.
39. How did the Deep South respond to court-ordered desegregation?
A) by taking action to end discrimination in schools
B) with grudging acceptance of the decisions
C) with apathy and passive acceptance
D) with massive and widespread resistance
E) with violence and threats to once again secede from the Union
Answer: D
Rationale:
The Deep South responded to court-ordered desegregation with massive and widespread
resistance. In the face of federal court rulings mandating the desegregation of public
facilities, many Southern states enacted laws and policies aimed at maintaining racial
segregation, leading to resistance movements, protests, and acts of defiance against
integration efforts.
40. President Eisenhower’s approach to desegregation was to _______.
A) actively fight to stop the process
B) work behind the scenes to stop the effort
C) misunderstand the importance of the issue
D) remain passive while also using his power to enforce federal law
E) publicly and consistently support desegregation in the South
Answer: D
Rationale:
President Eisenhower's approach to desegregation was to remain passive while also using his
power to enforce federal law. Although he privately supported desegregation, Eisenhower
took a cautious approach to avoid direct confrontation with Southern segregationists while
ensuring compliance with federal court rulings through executive action when necessary.
41. Why did Eisenhower send federal troops to Little Rock, Arkansas in 1957?
A) to ensure that black students could attend a desegregated school
B) to quell a violent race riot resulting from the integration of the military
C) to investigate a planned terrorist attack from the Soviet Union
D) to protect a top secret chemical weapon on its way to Washington
E) to arrest hundreds of African-American activists and supporters
Answer: A
Rationale:
Eisenhower sent federal troops to Little Rock, Arkansas in 1957 to ensure that black students
could attend a desegregated school. Following the Supreme Court's ruling in Brown v. Board
of Education, Arkansas Governor Orval Faubus defied federal orders to integrate Central
High School, prompting Eisenhower to intervene and enforce the court's decision.
42. What was the driving force for social change that gained civil rights for African
Americans?
A) landmark court cases
B) presidential intervention
C) laws passed by Congress
D) the religious revival of the times
E) African-American activism
Answer: E
Rationale:
The driving force for social change that gained civil rights for African Americans was
African-American activism. Grassroots movements, led by figures like Martin Luther King,
Jr., and organizations such as the NAACP and SNCC, played a crucial role in mobilizing
communities, raising awareness, and pressuring authorities to enact legislative and social
changes.
43. Why was Rosa Parks arrested in 1955?
A) She instigated a race riot stemming from the desegregation of schools.
B) She defied a court order by refusing to allow black students in her classroom.
C) She refused to give up her seat on a city bus to a white man.
D) She assaulted a white man who had insulted her on a city bus.
E) She was suspected of being a communist or communist sympathizer.
Answer: C
Rationale:
Rosa Parks was arrested in 1955 because she refused to give up her seat on a city bus to a
white man. Her act of civil disobedience sparked the Montgomery bus boycott and became a
pivotal moment in the civil rights movement, challenging racial segregation laws and
inspiring further activism.
44. The Montgomery bus boycott _______.
A) moved Martin Luther King, Jr. away from his philosophy of passive resistance
B) sparked an outburst of violence against blacks all over the South
C) led to the emergence of Martin Luther King, Jr. as a civil rights leader
D) failed to change Montgomery’s strict segregation laws
E) ended when President Eisenhower sent in troops to stop the boycott
Answer: C
Rationale:
The Montgomery bus boycott led to the emergence of Martin Luther King, Jr. as a civil rights
leader. King's leadership during the boycott, along with the successful mobilization of the
African-American community, elevated him to a national figure and demonstrated the
effectiveness of nonviolent protest in achieving social change.
45. What was the initial goal of the Montgomery bus boycott?
A) to challenge the constitutionality of segregated seating
B) to create a first-come, first-served seating arrangement on buses
C) to challenge the racial discrimination in the hiring of bus drivers
D) to establish equal bus fares for white and black passengers
E) to create more bus routes in African-American neighborhoods
Answer: B
Rationale:
The initial goal of the Montgomery bus boycott was to create a first-come, first-served
seating arrangement on buses. The boycott aimed to challenge the segregated seating policy
on city buses and demand equal treatment for African-American passengers, sparking a larger
movement for civil rights and desegregation.
46. Which event prompted a massive wave of “sit-ins” across the country?
A) African Americans went on a hunger strike after being refused service at a diner.
B) An African-American soldier refused to stand and salute an abusive white officer.
C) A white restaurant owner assaulted a black customer when she sat in a white area.
D) Four college students refused to leave a lunch counter after they were denied service.
E) Three African-American women would not get off a bus after being asked to move.
Answer: D
Rationale:
A massive wave of “sit-ins” across the country was prompted by four college students who
refused to leave a lunch counter after they were denied service. This act of nonviolent protest
at a Woolworth's store lunch counter in Greensboro, North Carolina, on February 1, 1960,
catalyzed the sit-in movement and inspired similar demonstrations challenging racial
segregation in public accommodations.
47. What effect did memories of the Great Depression have on Americans in the 1950s?
A) Many Americans became almost desperately obsessed with gathering material goods.
B) Many Americans hoarded their money and refrained from purchasing expensive items.
C) Many Americans continued to petition the government for relief programs.
D) Many Americans donated money to charities rather than engaging in consumerism.
E) Many Americans were mistrustful of banks, which damaged the economy.
Answer: A
Rationale:
Memories of the Great Depression had the effect of many Americans becoming almost
desperately obsessed with gathering material goods in the 1950s. The experience of economic
hardship during the Depression led to a cultural emphasis on consumerism and the pursuit of
material wealth as a means of achieving security and happiness.
48. Which of the following was NOT an important stimulus to American economic growth in
the late 1940s and early 1950s?
A) government relief aid
B) pent-up demand for consumer goods
C) heavy government spending during the Cold War
D) $37 billion in American savings
E) government spending during the Korean War
Answer: A
Rationale:
Government relief aid was not an important stimulus to American economic growth in the
late 1940s and early 1950s. Instead, factors such as pent-up demand for consumer goods,
government spending during the Cold War and the Korean War, and the significant amount of
savings held by Americans after the war played key roles in driving economic expansion.
49. What effect did postwar life have on women in American society?
A) Women tended to marry later, so they had more time to pursue careers outside the home.
B) Couples tended to have fewer children, so the focus of many women shifted from childrearing to professional careers.
C) Many suburban households included extended family members, so mothers had enough
help to more easily pursue professional careers.
D) Many women who had joined the workforce during the war returned to the home to
assume the more traditional roles of wife and mother.
E) Women were expected to maintain their wartime jobs while also meeting social
expectations of the “perfect” wife and mother.
Answer: D
Rationale:
Postwar life had the effect of many women who had joined the workforce during the war
returning to the home to assume the more traditional roles of wife and mother. Despite their
significant contributions to the war effort, societal norms and expectations pressured many
women to leave their wartime jobs and focus on domestic responsibilities.
50. How did political activism for civil rights change from the 1950s to the early 1960s?
A) Direct, peaceful confrontation replaced reliance on court action.
B) Reliance on court action replaced direct, peaceful confrontation.
C) Reliance on court action replaced violent means of forcing social change.
D) Violent means of forcing social change replaced direct, peaceful confrontation.
E) Direct, peaceful confrontation replaced violent means of forcing social change.
Answer: A
Rationale:
Political activism for civil rights changed from the 1950s to the early 1960s by direct,
peaceful confrontation replacing reliance on court action. While legal strategies remained
important, figures like Martin Luther King, Jr., and organizations such as the SNCC
increasingly emphasized nonviolent direct action and mass protests as effective means of
challenging segregation and discrimination.
Essay
1. Analyze and describe the development of the U.S. economy between 1945 and 1960.
Answer: Between 1945 and 1960, the U.S. economy experienced significant growth and
transformation. Following World War II, the nation underwent a period of economic
expansion driven by factors such as increased consumer spending, technological
advancements, and government policies. The post-war era saw the emergence of the United
States as a global economic superpower, with industries such as manufacturing, aerospace,
and electronics flourishing. The GI Bill provided educational opportunities and housing
benefits to millions of returning veterans, contributing to a skilled workforce and rising
standards of living. Additionally, the development of interstate highways and suburbanization
fueled economic growth, while the Cold War spurred investment in defense and technology
sectors. Overall, the period witnessed sustained economic prosperity, characterized by rising
incomes, low unemployment, and a burgeoning middle class.
2. Describe American culture in the 1950s. Evaluate the extent to which 1950s society was
influenced by the experiences of the 1930s and 1940s.
Answer: American culture in the 1950s was marked by a combination of prosperity,
conformity, and social change. The decade is often remembered as a time of suburbanization,
consumerism, and the rise of television and mass media. Popular culture reflected ideals of
domesticity and conformity, with iconic images of the nuclear family, suburban homes, and
traditional gender roles. However, beneath the surface of conformity, there were significant
social and cultural shifts influenced by the experiences of the preceding decades. The Great
Depression of the 1930s instilled a sense of resilience and frugality in many Americans,
shaping attitudes toward work, savings, and economic security. The mobilization efforts of
World War II fostered a spirit of national unity and collective sacrifice, which persisted into
the post-war era. Additionally, the civil rights movement gained momentum in the 1950s,
building upon the groundwork laid by earlier activists and organizations like the NAACP.
Thus, while the 1950s represented a period of cultural conservatism and material abundance,
it was also informed by the legacies of the 1930s and 1940s, influencing attitudes toward
social justice and equality.
3. Compare and contrast the Truman and Eisenhower presidencies and examine their different
approaches to reform.
Answer: The Truman and Eisenhower presidencies differed in their approaches to governance
and reform, reflecting the distinct political climates of their respective eras. Harry Truman,
who served as president from 1945 to 1953, faced the challenges of post-war reconstruction,
the onset of the Cold War, and domestic concerns such as civil rights and labor unrest.
Truman pursued an activist agenda, implementing policies such as the Fair Deal, which
aimed to expand social welfare programs, promote civil rights, and stimulate economic
growth. His administration also enacted significant reforms in areas like housing, education,
and healthcare, although many of these initiatives faced opposition from conservative forces
in Congress.
In contrast, Dwight D. Eisenhower, president from 1953 to 1961, adopted a more cautious
and pragmatic approach to governance. Eisenhower prioritized fiscal responsibility, limited
government intervention in the economy, and a strong national defense. While he continued
some New Deal programs, such as Social Security, Eisenhower sought to balance budgetary
concerns with the need for social investment. His administration focused on infrastructure
development, including the construction of the interstate highway system, as well as
initiatives to promote scientific research and education. Eisenhower's leadership style
emphasized consensus-building and bipartisanship, allowing him to navigate complex
political issues such as civil rights and foreign policy challenges like the Cold War.
Overall, while both Truman and Eisenhower presided over periods of significant change and
reform, their administrations differed in their approaches to addressing the social, economic,
and political issues of their time.
4. Describe the beginnings of the civil rights movement, including the influence of the
NAACP and African American activists, such as Martin Luther King, Jr.
Answer: The civil rights movement in the United States emerged in the mid-20th century as a
response to systemic racial discrimination and segregation. Beginning in the 1950s, the
movement gained momentum through the efforts of organizations like the National
Association for the Advancement of Colored People (NAACP), which played a crucial role in
challenging segregation laws through legal strategies and advocacy. The NAACP's legal
victories, such as the landmark Brown v. Board of Education decision in 1954, helped pave
the way for desegregation and inspired grassroots activism.
African American activists, such as Martin Luther King, Jr., also played instrumental roles in
the civil rights movement. King, a Baptist minister and leader of the Montgomery Bus
Boycott in 1955, emerged as a prominent spokesperson for nonviolent resistance and social
justice. His leadership of the Southern Christian Leadership Conference (SCLC) and his
advocacy for civil disobedience tactics, such as sit-ins and marches, galvanized public
support for the civil rights cause and brought international attention to racial injustice in
America.
Overall, the beginnings of the civil rights movement were characterized by a combination of
legal challenges, grassroots organizing, and moral leadership, with organizations like the
NAACP and individuals like Martin Luther King, Jr. paving the way for the eventual
dismantling of Jim Crow segregation and the advancement of civil rights for all Americans.
Test Bank for The American Story
Robert A. Divine, T. H. Breen, R. Hal Williams, Ariela J. Gross, H. W. Brands
9780205900688
