Answer: a
Test Bank Item Title: TB_Q15.6.51
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 468 – 469
Skill Level: Analyze It
Difficulty Level: Difficult
52. How might the Supreme Court decisions in Korematsu v. United States (1944),
involving the Japanese internment, and in Boumediene v. Bush (2008), involving
the detention of citizens and foreign nationals who were declared to be “enemy
combatants,” be viewed in retrospect?
a. Both decisions might be viewed as upholding important constitutional
principles.
b. The first might be viewed as a step toward protecting civil rights of citizens,
and the second as a step backward in the struggle for civil rights protection.
c. Both decisions might be viewed as hindering the civil rights of citizens.
d. The first might be viewed as a missed opportunity for the Supreme Court to
protect civil rights, and the second as a step toward protecting civil rights.
Topic: Equality and Equal Rights; The Quest for Equal Justice
Learning Objective: LO 15.1: Explain the concept of equality and assess the
rights of citizens; LO 15.2: Compare and contrast the efforts of various groups to
obtain equal protection of the law.
Page Reference: 448, 456
Skill Level: Analyze It
Difficulty Level: Difficult
53. Why did southern states enact poll taxes?
a. to raise revenue for the government
b. to ensure that only people who really want to vote would do so
c. to get around the Fifteenth Amendment
d. to enfranchise former slaves
Topic: Voting Rights
Learning Objective: LO 15.4: Trace the evolution of voting rights and analyze
the protections provided by the 1965 Voting Rights Act.
Page Reference: 462
Skill Level: Analyze It
523
Difficulty Level: Difficult
54. Why did Congress pass the Voting Rights Act of 1965?
a. because it was clear that the South had no intention of living up to the spirit of
the Fifteenth Amendment
b. because Congress was afraid the Reverend Martin Luther King Jr. would lead a
boycott of white businesses if the legislation was not passed
c. to prevent the race riots from spreading from African American neighborhoods
into traditionally white neighborhoods
d. because the Supreme Court had determined that only the national government
could regulate elections
Topic: Voting Rights
Learning Objective: LO 15.4: Trace the evolution of voting rights and analyze
the protections provided by the 1965 Voting Rights Act.
Page Reference: 462 – 463
Skill Level: Analyze It
Difficulty Level: Difficult
55. How are the Fourteenth Amendment and the Civil Rights Act of 1964 similar?
a. They both were enacted quickly and easily.
b. They both passed the strict scrutiny test administered by the Supreme Court.
c. They were both based on Congress’s power to regulate interstate commerce.
d. They both sought equal rights for African Americans.
Topic: The Quest for Equal Justice
Learning Objective: LO 15.2: Compare and contrast the efforts of various
groups to obtain equal protection of the law.
Page Reference: 450, 451
Skill Level: Analyze It
Difficulty Level: Difficult
56. How do the rational basis and the quasi-suspect or heightened scrutiny standards
of review differ?
a. The rational basis standard requires an important governmental objective for
classification; the quasi-suspect standard requires a compelling governmental
interest.
b. The rational basis standard applies only to racial classifications; the quasi-
suspect standard applies to age and sexual orientation classifications.
524
c. The quasi-suspect standard of review is applied to a broader array of
classifications than the rational basis standard.
d. It is easier for the government to demonstrate that there is a rational basis for a
law than to meet the requirements of the quasi-suspect standard.
Topic: Equal Protection of the Laws: What Does It Mean?
Learning Objective: LO 15.3: Analyze the Supreme Court’s three-tiered
approach used to evaluate discriminatory laws.
Page Reference: 457 – 458
Skill Level: Analyze It
Difficulty Level: Difficult
57. What was the Supreme Court’s justification for overturning the separate-but-equal
doctrine?
a. The Supreme Court did not have all of the facts when it adopted the separate-
but-equal doctrine.
b. The quality of life for African Americans in the South had deteriorated
considerably since the adoption of the separate-but-equal doctrine.
c. The Supreme Court needed to step in because the South had been unwilling to
segregate educational facilities as required by Plessy v. Ferguson.
d. Segregated schools stigmatize minority children and are inherently unequal.
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 466
Skill Level: Analyze It
Difficulty Level: Difficult
58. Which of the following arguments would most likely be made by an opponent of
affirmative action policies?
a. Affirmative action helps to compensate for past discrimination.
b. Discrimination is a natural part of the human experience.
c. Affirmative action discriminates on the basis of race.
d. Diversity helps Americans better understand each other.
Topic: Education Rights
525
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 468
Skill Level: Analyze It
Difficulty Level: Moderate
59. What factors have prevented Hispanics from translating their numbers into
comparable political clout?
a. political differences among them, and the fact that many are not citizens or
registered to vote
b. programs like “Operation Wetback” and the “show me your papers” provision
in Arizona
c. the facts that many of them are not citizens or registered to vote, and many are
illiterate
d. their recent arrival in the United States, and the fact that many have not learned
to speak English
Topic: The Quest for Equal Justice
Learning Objective: LO 15.2: Compare and contrast the efforts of various
groups to obtain equal protection of the law.
Page Reference: 454
Skill Level: Analyze It
Difficulty Level: Difficult
60. Why did the Supreme Court strike down an affirmative action program in Gratz v.
Bollinger (2003) but uphold a different affirmative action program in Grutter v.
Bollinger (2003)?
a. The Gratz program was predicated on promoting diversity, while the Grutter
program was predicated on remedying past discrimination.
b. The Gratz program used race as a “plus factor,” while the Grutter program
relied on a race-based quota system.
c. The Gratz program used a mechanical, point-based system, while the Grutter
program used race as part of an individualized, holistic review.
d. The Gratz program classified applicants by race, while the Grutter program
classified applicants by ethnicity.
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 468 – 469
526
Skill Level: Analyze It
Difficulty Level: Difficult
True–False Questions
61. In Fisher v. Texas, the Supreme Court struck down the University of Texas at
Austin’s affirmative action policy.
Topic: Introduction
Learning Objective: Introduction
Page Reference: 444, 446
Skill Level: Remember the Facts
Difficulty Level: Easy
62. In United States v. Windsor, 2013, the U.S. Supreme Court struck down the
federal Defense of Marriage Act (DOMA).
Topic: Equal Protection of the Laws: What Does It Mean?
Learning Objective: LO 15.3: Analyze the Supreme Court’s three-tiered
approach used to evaluate discriminatory laws.
Page Reference: 460
Skill Level: Remember the Facts
Difficulty Level: Easy
63. The Supreme Court has held that states cannot exclude children of illegal
immigrants from public schools.
Topic: Equality and Equal Rights
Learning Objective: LO 15.1: Explain the concept of equality and assess the
rights of citizens.
Page Reference: 449
Skill Level: Remember the Facts
Difficulty Level: Easy
527
64. Under the Civil Rights Act, religious institutions such as parochial schools may
not consider religion in employment decisions.
Topic: Rights to Equal Access: Accommodations, Jobs, and Homes
Learning Objective: LO 15.5: Describe congressional legislation against
discrimination in housing, employment, and accommodations.
Page Reference: 465
Skill Level: Remember the Facts
Difficulty Level: Easy
65. In Plessy v. Ferguson, the Supreme Court overturned the separate-but-equal
doctrine that the Court had established in Brown v. Board of Education.
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 466
Skill Level: Remember the Facts
Difficulty Level: Easy
66. Reconstruction was the era of racial healing that followed the civil rights
movement.
Topic: The Quest for Equal Justice
Learning Objective: LO 15.2: Compare and contrast the efforts of various
groups to obtain equal protection of the law.
Page Reference: 450
Skill Level: Remember the Facts
Difficulty Level: Easy
67. Poorly educated African Americans are just as likely to fail a literacy test as
poorly educated whites.
Topic: Voting Rights
Learning Objective: LO 15.4: Trace the evolution of voting rights and analyze
the protections provided by the 1965 Voting Rights Act.
Page Reference: 461
528
Skill Level: Remember the Facts
Difficulty Level: Easy
68. The Supreme Court has prohibited school districts from using race when
determining which students will attend which schools.
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 466
Skill Level: Understand the Concepts
Difficulty Level: Moderate
69. Since 1980, residential segregation has risen among Hispanics and Asians.
Topic: Equal Rights Today
Learning Objective: LO 15.7: Assess the status of civil rights in the United
States today.
Page Reference: 469
Skill Level: Remember the Facts
Difficulty Level: Easy
70. Racial segregation in housing persists in the United States due to lower income
levels of African Americans and Hispanics.
Topic: Equal Rights Today
Learning Objective: LO 15.7: Assess the status of civil rights in the United
States today.
Page Reference: 469
Skill Level: Understand the Concepts
Difficulty Level: Moderate
71. In 2014, the Supreme Court ruled that states have the authority to end affirmative
action in university admissions.
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
529
Page Reference: 469
Skill Level: Understand the Concepts
Difficulty Level: Moderate
72. Affirmative action programs are designed to give special privileges to unqualified
applicants to compensate for past state-mandated integration.
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 468
Skill Level: Understand the Concepts
Difficulty Level: Moderate
73. The Supreme Court has held that poverty does not constitute a suspect
classification.
Topic: Equal Protection of the Laws: What Does It Mean?
Learning Objective: LO 15.3: Analyze the Supreme Court’s three-tiered
approach used to evaluate discriminatory laws.
Page Reference: 458
Skill Level: Understand the Concepts
Difficulty Level: Moderate
74. The Supreme Court would likely uphold a public university’s admissions policy
that awards minority students by bumping up their SAT score by 100 points.
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 468 – 469
Skill Level: Apply What You Know
Difficulty Level: Difficult
75. Gender classifications are evaluated by the Supreme Court using the strict
scrutiny standard.
Topic: Equal Protection of the Laws: What Does It Mean?
530
Learning Objective: LO 15.3: Analyze the Supreme Court’s three-tiered
approach used to evaluate discriminatory laws.
Page Reference: 458
Skill Level: Understand the Concepts
Difficulty Level: Moderate
Fill–in–the–Blank Questions
76. The __________ Amendment guarantees African Americans the right to vote.
Topic: The Quest for Equal Justice
Learning Objective: LO 15.2: Compare and contrast the efforts of various
groups to obtain equal protection of the law.
Page Reference: 450
Skill Level: Remember the Facts
Difficulty Level: Easy
77. Brown v. Board of Education overturned the __________ doctrine.
Topic: Education Rights
Learning Objective: LO 15.6: Evaluate the historical process of school
integration and the current state of affirmative action.
Page Reference: 466
Skill Level: Remember the Facts
Difficulty Level: Easy
78. The __________ was enacted in 1990 and is designed to protect the civil rights of
disabled Americans.
Topic: Rights to Equal Access: Accommodations, Jobs, and Homes
Learning Objective: LO 15.5: Describe congressional legislation against
discrimination in housing, employment, and accommodations.
Page Reference: 464
Skill Level: Remember the Facts
Difficulty Level: Easy
531
79. Although they are guaranteed certain rights like free speech and freedom of
religion, __________ can be denied welfare and many other benefits in the United
States and can be barred from employment in certain professions.
Topic: Equality and Equal Rights
Learning Objective: LO 15.1: Explain the concept of equality and assess the
rights of citizens.
Page Reference: 449
Skill Level: Understand the Concepts
Difficulty Level: Moderate
80. Passed in 1830, the __________ required all Native American tribes to be moved
from the East and Southeast.
Topic: The Quest for Equal Justice
Learning Objective: LO 15.2: Compare and contrast the efforts of various
groups to obtain equal protection of the law.
Page Reference: 456
Skill Level: Remember the Facts
Difficulty Level: Easy
81. Jim Crow laws required __________ of African Americans and whites.
Topic: Rights to Equal Access: Accommodations, Jobs, and Homes
Learning Objective: LO 15.5: Describe congressional legislation against
discrimination in housing, employment, and accommodations.
Page Reference: 463
Skill Level: Remember the Facts
Difficulty Level: Easy
82. The Supreme Court upheld a provision of a recent Arizona law that permits police
officers to confirm the __________ of those they stop or detain.
Topic: The Quest for Equal Justice
Learning Objective: LO 15.2: Compare and contrast the efforts of various
groups to obtain equal protection of the law.
Page Reference: 449
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