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1 | |
Reconstruction in the South ended because |
| | A) | the North became preoccupied with its own economic problems and less with southern needs |
| | B) | Rutherford B. Hayes was elected by southerners in exchange for Northern troop removal |
| | C) | the major southern problems had been taken care of |
| | D) | a and b above |
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2 | |
By 1900, most African American farmers in the South |
| | A) | were making a comfortable living |
| | B) | were struggling, but owned some land farming equipment |
| | C) | had been given "forty acres and a mule" |
| | D) | none of the above |
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3 | |
The rights of African Americans that were achieved during the Reconstruction period were severely eroded in the late 1800s through |
| | A) | the "Mississippi" Plan |
| | B) | the Supreme Court's decision to uphold "separate but equal" laws |
| | C) | "pig laws" |
| | D) | all of the above |
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4 | |
African American families in Alabama in the after the Civil War had reason to be hopeful about educational opportunities because |
| | A) | the North was forcing the South to comply with new federal education policies |
| | B) | Alabama's constitution of 1868 seemed to promise equal opportunities and access to education |
| | C) | many northern church groups had sent missionaries and teachers to the South to set up schools |
| | D) | none of the above |
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5 | |
While Booker T. Washington's career prospered at the turn of the century |
| | A) | African Americans found avenues through farming and manufacturing to regain some economic well-being |
| | B) | the disparities between African American and white schools sharply increased |
| | C) | African American communities found strength in themselves and prevailed over white attempts to limit their opportunities |
| | D) | all of the above |
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6 | |
Booker T. Washington and W. E. B. Du Bois were profoundly different in regard to their observations about the African American experience in the South after the Civil War because of their |
| | A) | different perceptions of social reality |
| | B) | the political meanings they took from their perceptions of social reality |
| | C) | what they were willing to say in order to be seen as the legitimate leader of Southern blacks |
| | D) | a and b above |
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7 | |
Booker T. Washington's "Atlanta Compromise" speech was an argument for |
| | A) | the inclusion of African Americans in American society |
| | B) | a distorted version of human capital theory |
| | C) | a retreat from confronting the oppression African Americans were experiencing |
| | D) | b and c above |
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8 | |
"Darwinian evolution" holds that |
| | A) | the unequal distribution of power and wealth among racial groups is due to a natural process of evolution |
| | B) | if lesser races would simply take advantage of their proximity to superior races they could gain equality |
| | C) | the most talented and gifted of any race have more in common than any groups within the same race |
| | D) | all of the above |
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9 | |
According to Booker T. Washington, __________ was (were) the key(s) to resolving all social problems. |
| | A) | compromise with the dominant white society |
| | B) | education |
| | C) | hard labor and the accumulation of property |
| | D) | all of the above |
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10 | |
African Americans did not face prejudice in the economic world, according to Booker T. Washington, because |
| | A) | the laws of the economic world held that what a man produced was of value, no matter who produced it |
| | B) | as long as they were willing to learn from their situation, even under slavery, they would gain respect |
| | C) | Southerners were used to dealing with slaves in business and were not going to stop doing so simply because of emancipation |
| | D) | all of the above |
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11 | |
Tuskegee Institute's main purpose was as a |
| | A) | school of technical and industrial training |
| | B) | commercial college of business |
| | C) | teacher training school |
| | D) | a and b above |
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12 | |
Du Bois saw the "Atlanta Compromise" speech of Booker T. Washington as |
| | A) | utterly without merit |
| | B) | the most notable accomplishment in Washington's career |
| | C) | a useful blueprint for some African Americans |
| | D) | none of the above |
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13 | |
Du Bois was most critical of Washington regarding |
| | A) | Washington's pandering to white leaders to gain acceptance |
| | B) | Washington's goal of education for primarily economic progress |
| | C) | Washington's oppression of any criticism of his beliefs |
| | D) | all of the above |
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14 | |
In The Souls of Black Folk, Du Bois identified three paradoxes to Washington's thinking. One of these was |
| | A) | Washington's denunciation of higher education for African Americans and his simultaneous lack of acknowledgment of the need for trained black teachers for black common schools and for his own Tuskegee Institute |
| | B) | Washington's lack of understanding of how his own experiences were irrelevant to most African Americans' experience |
| | C) | Washington's repudiation of the right to vote for most African Americans while retaining the right to vote himself |
| | D) | all of the above |
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15 | |
Du Bois believed that Washington asked southern African Americans to surrender three goals in order to prosper. Which of the following does not fit this criterion? |
| | A) | the right to vote |
| | B) | higher education for qualified youth |
| | C) | reconciliation with the South |
| | D) | civil rights |
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16 | |
Despite the fact that Washington's philosophy of education for African Americans did seem progressive for his time, in general his perspectives gained currency because |
| | A) | his ideas were acceptable to the white power structure of the time |
| | B) | he himself was so successful despite his own background |
| | C) | he was received in the White House at a time when the president's endorsement meant more than it does now |
| | D) | he started an institute of higher education for African Americans |
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17 | |
"Redemption" was |
| | A) | what African Americans would experience through hard work and accumulation of property |
| | B) | what Du Bois promised would happen if African American fought for the right to vote |
| | C) | what a Tuskegee Institute education would bring a graduate |
| | D) | the era following Reconstruction when white southerners decimated African American gains in education, civil rights, and political power |
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18 | |
The constitution framed by black belt redeemers in Alabama in 1875 did not contain provisions for |
| | A) | racial segregation in schools |
| | B) | white control of schools |
| | C) | allocation of greater funds for white schools |
| | D) | none of the above |
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19 | |
W. E. B. Du Bois believed in |
| | A) | the importance of a sense of dignity for African Americans |
| | B) | separate but equal facilities are acceptable, so long as they are truly equal |
| | C) | higher education for African Americans |
| | D) | a and c above |
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20 | |
Du Bois's calls for opposition to racism echoed |
| | A) | the words of Thomas Jefferson and his "rebellion against tyranny" |
| | B) | the Seneca Falls Declaration of 1848 |
| | C) | John Collier's perspectives on Indian education |
| | D) | a and b above |
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2002 McGraw-Hill Higher Education