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1 | |
Which of the following is NOT part of the "ethnic complex" comprising the Anglo-Saxon core? |
| | A) | the Protestant religion and Protestant-inspired values |
| | B) | "white" skin |
| | C) | English cultural traditions and institutions |
| | D) | being of southern and Eastern European stock |
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2 | |
At the close of the eighteenth century, approximately _____ percent of the free, non-slave population in the United States were from the British Isles. |
| | A) | 80 |
| | B) | 60 |
| | C) | 4 |
| | D) | 3 |
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3 | |
The various "English-as-the official-language" and anti-bilingual education campaigns in the U.S. Congress and in some states reflect: |
| | A) | the fear that the Anglo-Saxon cultural core is being undermined by non-white, non-English-speaking immigrants. |
| | B) | the fact that the English language was never an important part of American culture. |
| | C) | the fear that American children are not sufficiently multilingual in a multicultural world. |
| | D) | the fact that there are fewer immigrants who desire to speak English today. |
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4 | |
Which of the following is NOT a Protestant-inspired value? |
| | A) | individualism |
| | B) | collectivism |
| | C) | material success |
| | D) | hard work |
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5 | |
Which of the following was the primary reason that early settlers came to America? |
| | A) | to escape religious persecution |
| | B) | to search for a quicker passage to India |
| | C) | to reduce the European population |
| | D) | for economic reason (e.g., to exploit raw materials and create new markets) |
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6 | |
Which of the following ethnic subpopulations posed less of a threat to the Anglo-Saxon core? |
| | A) | Native Americans |
| | B) | Protestant Germans |
| | C) | Jewish Americans |
| | D) | Mexicans |
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7 | |
Which of the following does "ascetic Protestantism" NOT emphasize? |
| | A) | accumulation of wealth |
| | B) | hard work |
| | C) | discipline and efficiency |
| | D) | the pursuit of pleasure |
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8 | |
The Anglo-Saxon core is hegemonic in American society because: |
| | A) | it has disproportionately shaped the core cultural and institutional structures of the United States. |
| | B) | it doesn't force other cultures and institutional systems to adapt to and adopt Anglo-Saxon ways. |
| | C) | it did not help white ethnic groups who adopted this core culture succeed economically. |
| | D) | it did not destroy and replace Native Americans and their institutions. |
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9 | |
Which of the following is least related to early capitalism in America? |
| | A) | slavery |
| | B) | the killing of Native Americans |
| | C) | the conquest of the Southwest |
| | D) | promoting tolerance for white Catholics |
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10 | |
The disjuncture between general constitutional principles and state and local laws protecting property rights: |
| | A) | enabled patterns of legally sanctioned discrimination to persist until the latter decades of this century. |
| | B) | led to the elimination of institutional discrimination in the 1930s and 1940s. |
| | C) | allowed state governments to enact affirmative action programs. |
| | D) | none of the above |
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11 | |
Which of the following was NOT a goal of early American schools? |
| | A) | to Americanize all immigrants |
| | B) | to teach diversity and tolerance |
| | C) | to teach religious values |
| | D) | to teach the virtues of capitalism |
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12 | |
The legacy of early British commercial capitalism evolved into a system that depended upon subordinated _______ labor. |
| | A) | free |
| | B) | ethnic |
| | C) | Native-American |
| | D) | machine |
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13 | |
Which element in the American political system is more English than French in origin? |
| | A) | the emphasis on equality |
| | B) | the emphasis on justice |
| | C) | the emphasis on decentralized power |
| | D) | the emphasis on checks and balances |
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14 | |
The institutionalization of Anglo-Saxon culture: |
| | A) | forced other cultures and institutional systems to adopt Anglo-Saxon practices. |
| | B) | encouraged cultural pluralism. |
| | C) | was not an advantage to members of the Anglo-Saxon core. |
| | D) | reduced the discrimination felt by poor ethnic subpopulations. |
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15 | |
The legal tenets of freedom, equality, and justice came primarily from _________ culture and institutions. |
| | A) | German |
| | B) | English |
| | C) | French |
| | D) | Spanish |
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16 | |
The success of certain Irish Catholics in American politics (e.g, the Kennedy family) demonstrates that: |
| | A) | assimilation was easier for members of white ethnic groups because of the color of their skin. |
| | B) | all ethnic subpopulations are integrated into the Anglo-Saxon core. |
| | C) | the Anglo-Saxon core is no longer hegemonic. |
| | D) | all ethnic subpopulations can assimilate equally into the Anglo-Saxon core. |
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17 | |
The descendants of Anglo-Saxons have maintained their control of the cultural climate in American society because: |
| | A) | ethnic populations do not have an interest in shaping the cultural climate. |
| | B) | they hold a disproportionate number of elite positions in American society. |
| | C) | they are more intelligent. |
| | D) | they have the military power to support themselves. |
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18 | |
Which comes first in the cycle of discrimination against immigrants by the members of the Anglo-Saxon core? |
| | A) | negative stereotyping |
| | B) | discrimination |
| | C) | sense of threat |
| | D) | identifiability of the immigrants |
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19 | |
Public schools in America were established with a(n): |
| | A) | Anglo-Saxon eurocentric curriculum. |
| | B) | multicultural curriculum. |
| | C) | pedagogy that stressed tolerance. |
| | D) | pedagogy that stressed diversity. |
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20 | |
For which population of immigrants would discrimination most likely result in their occupying lower socioeconomic positions? |
| | A) | large groups of white ethnics from Eastern Europe |
| | B) | groups that were small and possessed some capital and entrepreneurial skills |
| | C) | large, non-white groups without resources |
| | D) | small groups of Canadian professionals |
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21 | |
According to the projections made by the Census Bureau, which non-white ethnic subpopulation will experience the largest growth in population by the year 2045? |
| | A) | Latinos |
| | B) | Asians/Pacific Islanders |
| | C) | non-Hispanic African Americans |
| | D) | non-Hispanic white Americans |
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22 | |
During the 1880s and through the first decades of the twentieth century, Japanese and Filipinos came to the United States as: |
| | A) | railroad workers. |
| | B) | agricultural and migrant farm workers. |
| | C) | educators. |
| | D) | professionals. |
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23 | |
The religious character of post-Revolutionary America was shaped by: |
| | A) | English religious traditions. |
| | B) | collaborative relations between Protestants and non-Protestants. |
| | C) | French Catholicism and constitutional principles. |
| | D) | Mormonism. |
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24 | |
Germans and Scandinavians were able to adapt to the Anglo-Saxon core because: |
| | A) | they spoke English. |
| | B) | they were hard workers. |
| | C) | they were Protestants from northern Europe. |
| | D) | they settled in Minnesota. |
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25 | |
One obstacle to the integration of Blacks, Native Americans, and Chicanos into the social fabric of U.S. society is: |
| | A) | their unwillingness to adopt the cultural values and practices of the Anglo-Saxon core. |
| | B) | their historical legacy as victims of the colonial experience that was part of the legacy of British capitalism. |
| | C) | their collectivist orientation preventing them from being integrated into a capitalist society. |
| | D) | their inability to adopt the practices and values of the middle-class. |
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2007 McGraw-Hill Higher Education