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1 | |
The most influential institution for the transmission of values in the early nineteenth century was |
| | A) | community |
| | B) | churches |
| | C) | family |
| | D) | all of the above |
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2 | |
Which of the following educational tensions are evident in Jefferson's beliefs and are still present as issues in education today? |
| | A) | the meritocracy of the school system |
| | B) | the interrelations between intellectual and political freedom and the education necessary for their realization |
| | C) | beliefs about the intellectual capabilities of diverse groups |
| | D) | all of the above |
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3 | |
Jefferson saw the following as important only as means to happiness, not as ends in themselves |
| | A) | property |
| | B) | freedom of the press |
| | C) | government |
| | D) | all of the above |
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4 | |
Revolution was a viable option, according to classical liberals, mainly because |
| | A) | strong governments were feared by many in Jefferson's time |
| | B) | there might be no other way to facilitate social progress |
| | C) | the British and French had shown that revolution could make a difference |
| | D) | all of the above |
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5 | |
Examples of "negative freedom" include |
| | A) | government intervention in the economy |
| | B) | separation of church and state |
| | C) | participation in making laws |
| | D) | all of the above |
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6 | |
Which of these is not consistent with Jefferson's advocacy of education? |
| | A) | support for public libraries |
| | B) | grammar school education for all children |
| | C) | a free press |
| | D) | none of the above |
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7 | |
Faculty psychology holds that |
| | A) | challenging discussion was the best way to expand students' intellectual capabilities |
| | B) | it is important to have a basic understanding of a subject before moving on to more critical thinking |
| | C) | reason, memory, and imagination could be exercised and strengthened |
| | D) | all of the above |
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8 | |
Jefferson most highly valued agrarianism because he felt it incorporated |
| | A) | a reverence for family |
| | B) | individual self-sufficiency |
| | C) | its reinforcement of the importance of hard work |
| | D) | all of the above |
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9 | |
The group most amenable to assimilation into the dominant culture of Jefferson's time, according to Jefferson, was |
| | A) | African-Americans |
| | B) | women |
| | C) | Native Americans |
| | D) | none of the above |
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10 | |
Jefferson believed that lifelong learning |
| | A) | was an appropriate goal for all citizens |
| | B) | should be encouraged among the natural aristocracy |
| | C) | could be successfully pursued by those who had received three years of elementary schooling |
| | D) | a and c above |
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11 | |
Jefferson's claim that his slaves were unable to take sufficient responsibility for themselves due to the limitations of their intellect is a reflection of |
| | A) | his unwillingness to provoke controversy |
| | B) | classical liberal racism |
| | C) | a justification arising from his own economic circumstances |
| | D) | b and c above |
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12 | |
Jefferson believed that African-Americans were |
| | A) | inferior to whites |
| | B) | in some ways were equal or superior to whites |
| | C) | limited by slavery but remediable if circumstances were more favorable |
| | D) | all of the above |
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13 | |
Religion ultimately yielded to science primarily because of |
| | A) | discoveries by scientists such as Newton, Copernicus, and Galileo |
| | B) | the growing belief that men and the world they lived in were capable of improvement |
| | C) | a weariness with the restrictions and expectations of a religious lifestyle |
| | D) | none of the above |
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14 | |
When Benjamin Rush advocated that every citizen had a duty to "subdue and forget his own heart" he was reflecting the following tenet of classical liberalism |
| | A) | nationalism |
| | B) | republican virtue |
| | C) | faith in reason |
| | D) | all of the above |
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15 | |
Rush wrote, "In the education of youth, let the authority of our masters be as absolute as possible." He believed such an approach supported this crucial component of education |
| | A) | successful classroom management |
| | B) | citizenship training |
| | C) | intellectual growth |
| | D) | all of the above |
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16 | |
Benjamin Franklin's statement "Early to bed, early to rise, makes a man healthy, wealthy, and wise" is an example of |
| | A) | faith in reason |
| | B) | republican virtue |
| | C) | the work ethic |
| | D) | all of the above |
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17 | |
Jefferson's vision of an educational system was similar to the one presented in Plato's Republic because |
| | A) | both systems aimed to provide leaders of the state |
| | B) | both systems were set up to function as part of a democracy |
| | C) | they each believed their system was necessary for a stable society |
| | D) | a and c above |
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18 | |
Which of the following was not a conviction that the three forms of government that Jefferson lived under had in common? |
| | A) | all men had the right to representation in their government |
| | B) | the civil liberties of free male citizens were limited only for serious reasons of the state |
| | C) | the ultimate government authority in the education of citizens was the colonial or state government |
| | D) | a and b above |
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19 | |
The American Revolution might be seen as an extension of earlier British and French rebellions because |
| | A) | people in all three countries grew tired of paying increased taxes |
| | B) | the spirit of the earlier revolutions found fruition in the American uprising |
| | C) | kings were increasingly seen as unnecessary and unwanted |
| | D) | all of the above |
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2002 McGraw-Hill Higher Education