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1 | |
The Immigration Restriction League |
| | A) | helped pass the Chinese Exclusion Act of 1882 |
| | B) | helped found the Ku Klux Klan |
| | C) | led a campaign to restrict immigration through the use of literacy tests |
| | D) | none of the above |
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2 | |
American prominence in the production of manufactured goods was primarily the result of |
| | A) | the many new inventions appearing between 1870 and 1920 |
| | B) | the availability of a cheap labor market |
| | C) | abundant natural resources |
| | D) | changes in the organization of the workplace |
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3 | |
"Taylorization," the breakdown of complex tasks into their component parts to increase efficiency, led to |
| | A) | more unskilled workers |
| | B) | less power for workers |
| | C) | shorter work days |
| | D) | a and b above |
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4 | |
Scientific management affected women's work by |
| | A) | providing another layer of bureaucracy to the production process that was filled by women |
| | B) | taking them out of dangerous jobs and moving them into offices |
| | C) | giving them the opportunity to contribute a second paycheck to their family |
| | D) | none of the above |
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5 | |
What would Frederick Taylor have been least likely to support? |
| | A) | the speeding up of the assembly line as supervisors deemed necessary |
| | B) | the worker's use of his or her intelligence to improve production |
| | C) | scheduled rest periods for workers |
| | D) | b and c above |
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6 | |
Protesting workers objected most of all to |
| | A) | the organization of the workplace |
| | B) | the new time-saving innovations in the workplace |
| | C) | the expectations of productivity from their supervisors |
| | D) | all of the above |
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7 | |
The power relations fostered by capitalism were challenged by |
| | A) | the Knights of Labor |
| | B) | social Darwinists |
| | C) | social psychologists |
| | D) | none of the above |
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8 | |
Thomas Jefferson would likely have seen worker strikes as |
| | A) | an illustration of the breakdown of agrarian values in society |
| | B) | an example of a necessary "rebellion against tyranny" |
| | C) | an argument for mass education |
| | D) | none of the above |
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9 | |
Trade unionism, populism, and socialism had these goals in common: |
| | A) | they all sought to elect politicians who agreed with their views |
| | B) | they sought to challenge corporate power |
| | C) | they espoused humanitarian values |
| | D) | a and b above |
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10 | |
The argument that the Progressive Era was a series of triumphs for the "common man" |
| | A) | is borne out by the fact that public education for all became the norm |
| | B) | regulatory bodies were established to protect the interests of the population at large |
| | C) | is a myth since business and corporate interests prospered |
| | D) | a and b above |
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11 | |
Eliminating the municipal government machinery in many U.S. cities as a way of fostering reform |
| | A) | eliminated corruption in city politics |
| | B) | allowed immigrants and minorities a voice in city government |
| | C) | gave public debate a stronger forum |
| | D) | concentrated power in a few hands |
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12 | |
"Unwarranted assertibility," the changing laws of nature, and the publication of The Origin of Species all affected thinking about |
| | A) | scientific rationality |
| | B) | progress |
| | C) | natural law |
| | D) | all of the above |
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13 | |
A society run by experts would ultimately serve the experts' interests rather than the majority's, argued |
| | A) | Kansas populist Frank Doster |
| | B) | John Dewey |
| | C) | Eugene Debs |
| | D) | Frederick Taylor |
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14 | |
Examples of "positive freedom" include |
| | A) | prohibition of slavery by the government |
| | B) | child labor laws |
| | C) | government support for major corporations |
| | D) | all of the above |
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15 | |
E. L. Thorndike was influential in |
| | A) | differentiating between characteristics of human learning and animal learning |
| | B) | creating one of the first IQ tests |
| | C) | promoting "learning by doing" |
| | D) | none of the above |
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16 | |
Charles W. Eliot would define a curriculum that met the "needs and interests" of the child as |
| | A) | a varied curriculum, reflecting children's own needs and interests |
| | B) | preparing the child for a variety of roles in life |
| | C) | incorporating the social conditions of the child |
| | D) | none of the above |
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17 | |
John Dewey felt the primary social problem of the Progressive Era was |
| | A) | the trend toward directing students into specific roles |
| | B) | the growing gap between the wealthy and the rest of society |
| | C) | the treatment of immigrants |
| | D) | the lack of democracy in the ways problems were being addressed |
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18 | |
Eliot's type of progressive education shared the following characteristics with Horace Mann's goals for common schools |
| | A) | social stability |
| | B) | employable skills |
| | C) | "common elements" |
| | D) | a and b above |
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19 | |
Plato's Republic (360 B.C.) describes an educational process that directs citizens into the philosopher-king, guardian, or worker class, for the good of the whole society. This is most similar to |
| | A) | John Dewey's developmental democracy |
| | B) | Jefferson's "natural aristocracy" |
| | C) | Eliot's categorization of American society's four "classes" |
| | D) | b and c above |
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20 | |
The NEA report of 1910 listed among its conclusions that |
| | A) | industry was now a permanent influence on educational goals and methods |
| | B) | testing of children's aptitudes should begin in elementary school |
| | C) | children's economic resources and prospective careers were logical frameworks in thinking about organizing schooling |
| | D) | a and c above |
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2002 McGraw-Hill Higher Education