Sample Chapter

INSTANT DOWNLOAD COMPLETE TEST BANK WITH ANSWERS

 

Test Bank For Diversity and Society – Race, Ethnicity, and Gender 5th Edition by Joseph F. Healey , Andi Stepnick

 

 

SAMPLE QUESTIONS

 

Chapter 3: The Development of Dominant-Minority Group Relations in Preindustrial America: The Origins of Slavery

 

 

Multiple Choice

 

  1. By the ________, slavery, the practice of owning another person, had been clearly defined in law and in custom.
  2. 1650s
  3. 1720s

*c. 1750s

  1. 1550s

Cognitive Domain: Knowledge
Answer Location: The Origins of Slavery in America; p. 106
Question Type: MC

  1. Which of the following is considered a colonized minority group?

*a. African Americans

  1. Italian Americans
  2. Cuban Americans
  3. Japanese Americans
  4. Irish Americans

Cognitive Domain: Knowledge
Answer Location: Colonized Minority Groups; p. 111
Question Type: MC

 

  1. U.S. citizenship was expressly forbidden to immigrants from ________ until World War II.
  2. Mexico
    b. Japan
  3. Germany
  4. Ireland

*e. China

Cognitive Domain: Knowledge
Answer Location: Immigrant Minority Groups; p. 112
Question Type: MC

 

  1. A key feature of ________ is a low rate of overt conflict.
  2. an estate system

*b. paternalism

  1. a rigid competitive system
  2. a fluid competitive system
  3. none of the above

Cognitive Domain: Knowledge
Answer Location: Paternalistic Relations; p. 114
Question Type: MC

 

  1. Slavery was a caste system, or ________ stratification system.
  2. an open

*b. a closed

  1. a flexible
  2. a fluid
  3. a pliable

Cognitive Domain: Knowledge
Answer Location: A Closed System; p. 114
Question Type: MC

 

  1. How does Noel’s third variable explain why Africans were enslaved instead of other groups?
  2. Africans were well-organized social units a with vast knowledge of the countryside.
  3. Africans were already indentured servants and well trained.
  4. Africans did not negotiate better treatment.

*d. Africans had no nearby relatives, no geographical knowledge of the area, and no secure escape

refuge.

  1. Africans had nearby relatives and had geographical knowledge of the area.

Cognitive Domain: Knowledge
Answer Location: The Creation of Slavery in the United States; p. 113

Question Type: MC

 

  1. Which of the following statements about the caste system is true?
  2. Systematic inequalities are not apparent in the caste system.
  3. Slavery is not part of the caste system, or closed stratification system.
  4. The caste system is an open stratification system.
    d. There is mobility between social positions, and their ascribed status is not permanent.

*e. There is no mobility between social positions, and their ascribed status is permanent.

Cognitive Domain: Knowledge
Answer Location: A Closed System; p. 114

Question Type: MC

 

  1. According to the text, the single most important factor in the development of dominant–minority relations is ________.
  2. the size of the dominant group
  3. the degree of industrialization in the larger society
  4. whether the dominant group is assimilationist or pluralistic

*d. the nature of the contact situation

  1. the degree of mutual ethnocentrism

Cognitive Domain: Knowledge
Answer Location: A Closed System; p. 105

Question Type: MC

 

  1. The first laws defining slavery in colonial America were enacted in ________.
  2. 1492
  3. 1519
  4. 1619

*d. the 1660s

  1. the 1750s

Cognitive Domain: Knowledge
Answer Location: The Origins of Slavery in America; p. 106

Question Type: MC

 

  1. According to the Noel hypothesis, what will be the result of contact between groups that features ethnocentrism, competition between groups, and a differential in power?
  2. Assimilation

*b. Some system of inequality between the groups

  1. Some conflict followed by cultural pluralism
  2. Integration without acculturation
  3. Warfare

Cognitive Domain: Knowledge
Answer Location: The Noel Hypothesis; p. 109

Question Type: MC

 

  1. The plantation elite designed and enacted an elaborate system of laws and customs that gave masters total legal power over slaves. In these laws, slaves were defined as ________.
  2. hypothec
  3. children

*c. chattel

  1. servants
  2. none of the above

Cognitive Domain: Knowledge
Answer Location: Chattel Slavery; p. 114

Question Type: MC

 

  1. Robert Blauner’s theory of dominant–minority relations stresses the importance of ________.

*a. the initial contact situation

  1. prejudice and racist ideology
  2. people’s attitudes and willingness to get along
  3. education
    e. mutual ethnocentrism

Cognitive Domain: Knowledge
Answer Location: The Blauner Hypothesis; pp. 110–111

Question Type: MC

 

  1. In Colonial America, American Indians were not enslaved. According to Noel’s hypothesis, this was because . . .

*a. Little differential in power between colonists and the American Indians remained

  1. There was no competition between colonists and American Indians
  2. The colonists were, by and large, opposed to slavery
  3. The colonists felt no ethnocentrism against American Indians
  4. The colonists preferred white indentured servants, who were more available and reliable

Cognitive Domain: Knowledge
Answer Location: Noel’s Third Variable; p. 112

Question Type: MC

 

  1. Which of the following would NOT typically be found in a paternalistic system of group relations?
  2. A caste system
  3. A rural agricultural economy
  4. Forced acceptance of the dominant group culture

*d. Extensive residential segregation

  1. Nearly total power by law and custom over the minority group

Cognitive Domain: Knowledge
Answer Location: Paternalistic Relations; p. 114

Question Type: MC

 

  1. Most scholars agree that . . .
  2. Antiblack prejudice was an important cause of American slavery

*b. Antiblack prejudice was a result of American slavery

  1. Intense antiblack prejudice and racism existed in England before the start of the slave trade
  2. Antiblack prejudice declined as slavery began to take shape in colonial times
  3. Antiblack prejudice was based on the mutual ethnocentrism between colonists and Africans
    Cognitive Domain:Knowledge
    Answer Location:Prejudice and Racism; p. 117

Question Type: MC

 

  1. The movement to abolish slavery in the U.S. was called ________.
  2. mutual ethnocentrism
  3. Quakerism
  4. humanitarianism

*d. abolitionism

  1. revolution

Cognitive Domain: Knowledge
Answer Location: Powerlessness and Resistance; p. 115

Question Type: MC

 

  1. What method did slaves use to resist their masters?
  2. Intentional carelessness
  3. Sabotage
  4. Work slowdowns
  5. Dragging their feet

*e. All of the above

Cognitive Domain: Knowledge
Answer Location: Powerlessness and Resistance; p. 115

Question Type: MC

 

  1. During slavery, which group was in triple jeopardy?
  2. African American men
  3. Asian American men
  4. European American men

*d. African American women

  1. Hispanic men

Cognitive Domain: Knowledge
Answer Location: Gender Relations; p. 119

Question Type: MC

 

  1. The population of American Indians in the continental United States decreased dramatically by 1890 because ________.
  2. warfare and battles led to casualties
  3. of interracial marriage
  4. of assimilation

*d. American Indians died from a variety of infectious diseases

  1. American Indians migrated westward

Cognitive Domain: Knowledge
Answer Location: American Indians; p. 123

Question Type: MC

 

  1. In 1763, the British Crown declared American Indian tribes to be ________.
  2. extinct
  3. democracies
  4. allies of the French

*d. sovereign nations

  1. enemies of England

Cognitive Domain: Knowledge
Answer Location: American Indians and the Noel and Blauner Hypotheses; p. 123

Question Type: MC

 

  1. The colonists did not enslave black indentured servants because . . .
  2. They were prejudiced
  3. They wanted to remove the American Indians

*c. They wanted to resolve a labor supply problem

  1. They disliked blacks or thought them inferior
  2. They wanted to avoid a Civil War
    Cognitive Domain:Knowledge
    Answer Location: Prejudice and Racism; pp. 116–117

Question Type: MC

 

  1. Much of the southwest became U.S. territory in 1848 as a result of ________.
  2. the revolt of Texas against Mexico

*b. the Treaty of Guadalupe Hidalgo

  1. the American Civil War
  2. the California Gold Rush
  3. the Dawes Allotment Act
    Cognitive Domain:Knowledge
    Answer Location: Texas; p. 127

Question Type: MC

 

  1. Mexican Americans only retained some measure of political power and economic clout in ________.
  2. Oregon

*b. New Mexico

  1. Arizona
  2. Texas
  3. Louisiana

Cognitive Domain: Knowledge
Answer Location: Arizona and New Mexico; p. 128

Question Type: MC

 

  1. One difference in the situations of Mexican Americans and African Americans in the 19th century was that . . .
  2. Mexican Americans were much more acculturated
  3. African Americans were exploited for their land, Mexican Americans for their labor

*c. Mexican Americans were able to retain much more of their culture

  1. Mexican Americans were exploited only for their land
  2. Mexican Americans were exploited for their wealth

Cognitive Domain: Knowledge
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses; p. 129

Question Type: MC

 

  1. The results of contact with Anglo culture for Native Americans and Mexican American women were . . .

*a. Variable; their status relative to men sometimes rose, although always in the context of conquest and colonization

  1. Extremely negative; they lost much more power and status than the men
  2. Extremely positive; they gained power and status relative to the men
  3. Positive only for married women; single women always lost power and status
  4. Generally negative, as they were often forced to become the heads of the household

Cognitive Domain: Knowledge
Answer Location: Gender Relations; p. 130

Question Type: MC

 

  1. Which set of terms best characterizes the situations African Americans, American Indians, and Mexican Americans experienced as a result of their contact with Anglo-American society?

*a. Colonization and paternalism

  1. Acculturation and integration
  2. Colonization and immigration
  3. Secondary structural assimilation and caste system
  4. Integration and Anglo-conformity

Cognitive Domain: Comprehension
Answer Location: Paternalistic Relations; p. 114

Question Type: MC

 

  1. Which of the following regarding the contact situations between American Indians and the Spanish, French, and English is true?
  2. The Spanish found large, well-organized social systems and, therefore, found it useful to adapt to Aztec practices.
  3. The French needed to cooperate with at least some Native American tribes to maximize the benefits of the economy they created.
  4. The English met with smaller, less developed tribes and had no specific reason to adapt to those social structures.

*d. All of the above

  1. None of the above

Cognitive Domain: Comprehension
Answer Location: Comparing Minority Groups; pp. 132–133

Question Type: MC

 

  1. Which of the following are documented ways slaves could express resistance or noncooperation to their situation and their “masters”?
  2. Intentional carelessness
  3. Creating work slowdowns
  4. Running away
  5. Open rebellion, such as the revolt led by Nat Turner

*e. All of the above

Cognitive Domain: Knowledge
Answer Location: Powerlessness and Resistance; p. 115

Question Type: MC

 

  1. In the plantation hierarchy, who had the least power?
  2. White men
  3. Black men
  4. White women

*d. Black women

  1. White children

Cognitive Domain: Knowledge
Answer Location: Gender Relations; p. 119

Question Type: MC

 

  1. Hawaii first came into contact with Europeans in 1788. For what reason did conquest and colonization not follow the early contact?
  2. The relationship was organized around agriculture.

*b. The relationship was organized around trade and commerce.

  1. Contact with the indigenous Hawaiian society brought diseases.
  2. The indigenous Hawaiian plantation owners began to dominate the island economy.
  3. Hawaiian laws banned entire groups from public institutions or practices.

Cognitive Domain: Knowledge
Answer Location: Hawaii; pp. 125–126

Question Type: MC

 

31 What aspects of the international trafficking system help distribute modern forms of involuntary servitude?

  1. Globalization
  2. Instantaneous communication
  3. Rapid and cheap travel
  4. Traffickers that trick women into believing that they are being hired for legitimate jobs

*e. All of the above
Cognitive Domain: Knowledge
Answer Location: Slavery and Indentured Servitude Today; pp. 120–121

Question Type: MC

 

  1. ________ are more the results of systems of racial and ethnic inequality than they are the causes.

*a. Prejudice and racism

  1. Sexism and homophobia
  2. Mistrust and fear
  3. Ethnocentrism and cultural relativism
  4. Misanthropy and misogyny

Cognitive Domain: Knowledge
Answer Location: Prejudice and Racism; p. 116

Question Type: MC

 

  1. Competition between whites and ________ centered on control of land.
  2. Africans

*b. American Indians

  1. Dutch
  2. Asians
  3. Spanish

Cognitive Domain: Knowledge
Answer Location: American Indians; p. 112

Question Type: MC

 

  1. Profits in the labor-intensive plantation system could be maximized if a large, disciplined, and ________ workforce was maintained by the landowners.
  2. young
  3. white
  4. able-bodied

*d. cheap

  1. well-educated

Cognitive Domain: Knowledge
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses; p. 108

Question Type: MC

 

  1. At about the same time as the plantation system began to emerge, the supply of white indentured servants from the British isles began to ________.
  2. increase
  3. decrease, then increase
  4. multiply
  5. remain stable

*e. dwindle

Cognitive Domain: Knowledge

Answer Location: The Labor Supply Problem; p. 108
Question Type: MC

 

  1. One reason African slaves were more appealing than white indentured servants was that . . .
  2. Whites intermarried with Africans at a high rate

*b. White indentured servants would eventually fulfill and be released from their contracts
c. Africans had high turnover rates

  1. Whites had low turnover rates
  2. African slaves were better trained workers

Cognitive Domain: Knowledge
Answer Location: The Labor Supply Problem; p. 108

Question Type: MC

 

  1. American colonists came to see ________ as the most logical, cost-effective way to solve their labor shortage.

*a. imported Africans

  1. imported Asians
  2. European immigrants
  3. indigenous American Indians
  4. indigenous Mexicans
    Cognitive Domain: Knowledge
    Answer Location: The Labor Supply Problem; p. 108

Question Type: MC

 

  1. What paradox was established after the construction of a social system devoted to freedom and individual liberty?

*a. The colonists revived the institution of tyranny.
b. Individual liberty in the New World was guaranteed for all races and religions.

  1. Freedom and individual liberty was guaranteed for the colonists.
  2. The colonists destroyed the institution of tyranny.
  3. The colonists became a potential source of manpower.

Cognitive Domain: Knowledge
Answer Location: The Labor Supply Problem; p. 109

Question Type: MC

 

  1. Integration was significantly more possible for ________ immigrant groups than for groups formed under conquest or colonization.
  2. African
  3. Asian

*c. European

  1. Australian
  2. South American

Cognitive Domain: Knowledge
Answer Location: Immigrant Minority Groups; p. 111

Question Type: MC

 

  1. ________ minorities often originate as immigrant groups who bring resources and, therefore, have more opportunities than colonized minority groups in the host society.
  2. Economic

*b. Enclave

  1. Ethnic
  2. Racial
  3. Sexual

Cognitive Domain: Knowledge
Answer Location: Immigrant Minority Groups; p. 112

Question Type: MC

 

  1. The social class you are born into is an example of your ________ status.
  2. accomplished
  3. achieved
  4. acknowledged

*d. ascribed

  1. assimilated

Cognitive Domain: Knowledge
Answer Location: A Closed System; p. 114

Question Type: MC

 

 

True/False

 

  1. American Indian societies were generally matriarchal and followed a strict gender-based division of labor in which most men were the subordinates.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: American Indian; p. 124

Question Type: TF

 

  1. Most modern-day slaves are laborers living within their country of birth.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Slavery and Indentured Servitude Today; p. 121

Question Type: TF

 

  1. The first Africans to come to the British colonies were probably indentured servants rather than slaves.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: The Origins of Slavery in America; p. 106

Question Type: TF

 

  1. According to Noel’s first characteristic of ethnocentrism, it is not essential, in regard to the maintenance of social solidarity and cohesion of a group, to observe the norms and laws and honor the sacred symbols.
    a. True

*b. False

Cognitive Domain: Knowledge
Answer Location: The Noel Hypothesis; p. 109

Question Type: TF

 

  1. According to Robert Blauner, the way in which immigrant and colonized groups come into contact with each other has consequences that persist long after the original contact.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Prejudice and Racism; p. 111

Question Type: TF

 

  1. Paternalism is characterized as one group having vast power and significantly greater resources, with caste-like barriers between the two groups.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Paternalistic Relations; p. 114

Question Type: TF

 

  1. Indentured servants were members of a caste system and had no opportunities for mobility.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: A Closed System; p. 108

Question Type: TF

 

  1. Gender stratification played little part for slaves, as both slave men and slave women worked in the field.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: Gender Relations; p. 119

Question Type: TF

 

  1. Slaves were defined as chattel, or personal property, and were not accorded civil or political rights.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Chattel Slavery; p. 114

Question Type: TF

 

  1. The land set aside for reservations offered conditions and qualities similar to the land the American Indians once controlled.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: American Indians and the Noel and Blauner Hypotheses; p. 124

Question Type: TF

 

  1. Indian reservations, like slave plantations, could be considered paternalistic systems with a colonized group.

*a. True

  1. False

Cognitive Domain: Comprehension
Answer Location: American Indians and the Noel and Blauner Hypotheses; p. 124

Question Type: TF

 

  1. Between the Treaty of Guadalupe Hidalgo in 1848 and the Gadsden Purchase of 1853, the Mexican population of the southwest, without moving an inch from their traditional villages and farms, became a conquered people and minority group.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Mexican Americans; p. 127

Question Type: TF

 

  1. In California, the Gold Rush of 1849 resulted in higher status and political power for the Mexican Americans who were previously living there. This change in status and political power often lasted for generations.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: California; p. 128

Question Type: TF

 

  1. Mexican Americans only kept some political power and economic clout in New Mexico, mostly because of their relatively large size and skill in mobilizing for political activity.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Arizona and New Mexico; p. 128

Question Type: TF

 

  1. Many of the settlers who moved into Texas came directly from the South and established prejudiced views toward the poorer Mexicans, who were stereotyped as lazy and shiftless.
    *a. True
  2. False

Cognitive Domain: Knowledge
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses; p. 129

Question Type: TF

 

  1. Some degree of ethnocentrism is essential to the maintenance of social solidarity.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: The Noel Hypothesis; p. 109

Question Type: TF

 

  1. Many modern-day slaves are laborers living outside their country of birth.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: Slavery and Indentured Servitude Today; p. 121

Question Type: TF

 

  1. It was not unusual for women in many tribes to play key roles in religion, politics, warfare, and the economy.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Gender Relations; p. 124

Question Type: TF

 

  1. Attempts at acculturation by various American Indian tribes often resulted in the increase of status and power by American Indian women.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: Gender Relations; pp. 124–125

Question Type: TF

 

  1. Power differentials between groups partly explain why domination was established in some places faster than others.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses; p. 129

Question Type: TF

 

  1. Obtaining slaves from Africa was the most logical, cost-effective means of resolving American colonies’ labor supply problems.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Comparing Minority Groups; p. 108

Question Type: TF

 

  1. According to the text, the Indian Removal Act “solved” the American Indian “problem” for whites in the West.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: American Indians and the Noel and Blauner Hypotheses; p. 123

Question Type: TF

  1. Some white Southerners opposed slavery and fought for the abolition of the “peculiar institution.”
    *a. True
  2. False

Cognitive Domain: Knowledge
Answer Location: Guilt, Blame, Understanding, and Communication; p. 102

Question Type: TF

 

  1. The slave trade relied on black African slavers and agents.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Guilt, Blame, Understanding, and Communication; p. 102

Question Type: TF

 

  1. American Indians were thought by whites to be an unsuitable source of labor.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: Comparing Minority Groups; p. 131

Question Type: TF

 

  1. The amount of power commanded by a group is a result of three factors: size, degree of organization, and amount of resources.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: The Noel Hypothesis; p. 110

Question Type: TF

 

  1. Land and labor are central concerns in an agricultural society.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: The Origins of Slavery; p. 105

Question Type: TF

 

  1. The international trafficking system is aided by globalization, instantaneous communication, and rapid, cheap travel.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Slavery and Indentured Servitude Today; p. 121

Question Type: TF

  1. Californians of Mexican descent were called Los Californians.
  2. True

*b. False

Cognitive Domain: Knowledge
Answer Location: California; p. 128

Question Type: TF

 

  1. Physical characteristics and religious differences provided a convenient marker of group membership.
    *a. True
  2. False

Cognitive Domain: Knowledge
Answer Location: Mexican Americans and the Noel and Blauner Hypotheses; p. 129

Question Type: TF

 

  1. Native Hawaiians have intermarried freely with other groups in Hawaii.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Hawaii; p. 126

Question Type: TF

 

  1. In terms of education, income, and poverty, native Hawaiians compare favorably with both American Indians and black Americans.

*a. True

  1. False

Cognitive Domain: Knowledge
Answer Location: Hawaii; p. 126

Question Type: TF

 

 

Essay

 

  1. Apply Noel’s hypothesis to the contact situations of African Americans, American Indians, and Mexican Americans. Link the differences in contact situations to the systems of group relationships that developed. Explain how the differences in the contact situation led to different relationships with the dominant group for each minority group.

Cognitive Domain: Comprehension

Answer Location: Varies

Question Type: ESS

 

  1. Explain Blauner’s distinction between colonized and immigrant minority groups. Why is the initial contact period between minority and dominant groups so crucial? Relate Blauner’s two types of minority groups to Gordon’s theory of assimilation. Are immigrant or colonized minority groups more likely to follow Gordon’s stages of assimilation in order? Why? Are immigrant or colonized minority groups more likely to encounter high levels of prejudice, discrimination, ideological racism, and institutional discrimination? Why?
  2. Varies

Cognitive Domain: Comprehension

Answer Location: Varies

Question Type: ESS

 

  1. Explain the role of individual prejudice and ideological racism in the creation of minority group status for African Americans, American Indians, and Mexican Americans. How do the dominant group stereotypes of each of these groups relate to the original contact situations and the nature of competition between these groups?
  2. Varies

Cognitive Domain: Comprehension

Answer Location: Varies

Question Type: ESS

 

  1. The experience of conquest and colonization differed for men and women. Summarize the difference in experiences as a result of gender for African Americans, American Indians, and Mexican Americans. Why did these differences occur?
  2. Varies

Cognitive Domain: Comprehension

Answer Location: Varies

Question Type: ESS

 

  1. Discuss the origins of slavery in America. Make sure that you address labor issues and the creation of the plantation system.
  2. Varies

Cognitive Domain: Comprehension

Answer Location: Varies

Question Type: ESS

 

  1. Compare and contrast the experiences of women of African, Mexican, and American Indian ancestry in colonial America. What are some of the similarities and differences between men of shared racial background? Of white women?
  2. Varies

Cognitive Domain: Analysis

Answer Location: Varies

Question Type: ESS

 

  1. Compare and contrast the experiences of Native Hawaiians and American Indians. What explains these similarities and differences?
  2. Varies

Cognitive Domain: Analysis

Answer Location: Varies

Question Type: ESS

 

  1. Compare the origins of dominant and minority relations in the United States, Canada, and Mexico. Use Blauner and Noel in your analysis. In what ways do contact situations shape group relations for centuries to come?
  2. Varies

Cognitive Domain: Analysis

Answer Location: Varies

Question Type: ESS

 

  1. If the core of American society is a construction of a social system devoted to freedom and individual liberty in the New World, why does the statement that “[it] was made possible only by the revival of an institution of naked tyranny foresworn for centuries in the Old” (Lacy, 1972, p. 22) establish a paradox?

Cognitive Domain: Comprehension

Answer Location: The Labor Supply Problem; p. 108

Question Type: ESS