Q&A Hero

Q: Supporters of the Anti-Imperialist League a. wanted to civilize savage peoples. b. argued in favor of benevolent imperialism. c. maintained that Filipinos were entitled to U.S. citizenship. d. argued that Puerto Ricans were entitled to U.S. citizenship. e. believed that American energies should focus on domestic issues. ANS: E TOP: Becoming a World Power DIF: Easy REF: Full p. 674 | Seagull p. 687 MSC: Remembering OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Which of the following was an argument of anti-imperialists against American expansionism? a. America did not have the manpower necessary to staff new foreign embassies. b. The cost of maintaining overseas business outposts would be too high. c. Empire was incompatible with segregation. d. White people would leave the United States. e. American energies should be directed at Europe. ANS: B TOP: Becoming a World Power DIF: Moderate REF: Full p. 674 | Seagull p. 687 MSC: Analyzing OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Which was part of the Populist platform? a. a flat income tax b. proportionate representation in the U.S. Senate c. privatization of railroads d. higher tariffs e. workers right to form unions ANS: E TOP: The Populist Challenge DIF: Difficult REF: Full p. 642 | Seagull p. 653 MSC: Understanding OBJ: 1. Understand the origins and significance of Populism.

Q: What did the term white mans burden mean? a. Domination of nonwhites by white people was necessary for the progress of civilization. b. Imperialism required long absences from friends and family back home. c. The only way to ensure American victory in the Philippine War was for white soldiers to accept black fighters into their ranks. d. It was a tongue-in-cheek reference coined by Mark Twain to describe atrocities committed by American troop against Filipinos. e. It referred to the heavy kit U.S. soldiers had to carry while on duty. ANS: A TOP: Becoming a World Power DIF: Moderate REF: Full p. 672 | Seagull pp. 684685 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Where did the U.S.S. Maine sink? a. Santo Domingo b. Havana c. Boston d. California e. New York ANS: B TOP: Becoming a World Power DIF: Easy REF: Full p. 668 | Seagull p. 681 MSC: Remembering OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: In the Insular Cases, the Supreme Court a. determined that Puerto Ricans and Filipinos would become U.S. citizens in 1904. b. held that the Constitution did not fully apply to the territories acquired during the Spanish-American War. c. determined that Puerto Ricans and Filipinos were entitled to the same rights as U.S. citizens. d. held that the annexation of the Philippines violated the Fourteenth Amendment. e. ruled that the Foraker Act of 1900, which declared Puerto Rico an insular territory, was unconstitutional. ANS: B TOP: Becoming a World Power DIF: Difficult REF: Full p. 672 | Seagull p. 686 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: The Platt Amendment a. recognized Cuban autonomy. b. granted independence to Puerto Rico. c. limited the U.S. presence in the Philippines. d. authorized military intervention in Cuba. e. declared Cuba a colony of the United States. ANS: D TOP: Becoming a World Power DIF: Moderate REF: Full pp. 668669 | Seagull p. 683 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Who believed one of the best ways to civilize savages was to turn them into consumers of American products? a. Alfred T. Mahan b. Emilio Aguinaldo c. Walter Rauschenbusch d. Josiah Strong e. Mark Twain ANS: D TOP: Becoming a World Power DIF: Moderate REF: Full p. 665 | Seagull p. 679 MSC: Remembering OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Which of the following motivated U.S. control over Puerto Rico, Guam, and the Philippines? a. the search for raw materials b. the desire to unravel European empires c. exclusive access to consumer markets in these territories d. control of gateways for American commerce e. These islands harbored a growing number of exiled labor radicals. ANS: D TOP: Becoming a World Power DIF: Difficult REF: Full p. 669 | Seagull p. 683 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: According to Alfred T. Mahan, the United States needed to do what in order to prosper? a. invade the interior of Africa b. increase the size of its navy c. join an alliance in Europe d. build factories in China e. segregate groups in the United States ANS: B TOP: Becoming a World Power DIF: Moderate REF: Full p. 665 | Seagull p. 679 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Which of the following did the Open Door policy most exemplify? a. the United States friendliness toward other nations b. the United States welcoming stance toward immigrants c. Chinas willingness to allow other countries to set up trading posts d. the United States pursuit of markets and investment opportunities e. Chinas willingness to serve as a mediator for warring countries ANS: D TOP: Becoming a World Power DIF: Moderate REF: Full p. 669 | Seagull p. 683 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: U.S. interest in Alaska originated in a desire for a. ports to enter the Atlantic Ocean. b. incorporating the population of Alaska into the United States. c. an accessible port to the Pacific Ocean. d. oil reserves. e. diversified wildlife. ANS: C TOP: Becoming a World Power DIF: Moderate REF: Full p. 667 | Seagull pp. 678679 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: The Philippine War a. resulted in Filipino independence. b. was far longer and bloodier than the Spanish-American War. c. was little debated at the time. d. was part of the American effort to liberate the Philippines. e. is well remembered today. ANS: B TOP: Becoming a World Power DIF: Moderate REF: Full p. 670 | Seagull p. 684 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Which statement about the Spanish-American War is true? a. The war lasted only four months and resulted in fewer than 400 U.S. battle casualties. b. Congress indicated that it was going to war to annex Cuba. c. The war came as little surprise given the fact that William McKinley campaigned in 1896 on a platform favoring imperial expansion. d. Admiral Dewey secured Manila Bay by defeating the Spanish in a bloody three-day battle. e. The treaty that ended the war granted U.S. citizenship to the peoples of the Philippines, Puerto Rico, and Guam. ANS: A TOP: Becoming a World Power DIF: Difficult REF: Full p. 667 | Seagull p. 681 MSC: Analyzing OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: After the Spanish-American War, who established the Philippines provisional government with a constitution modeled on that of the United States? a. Jos Mart b. Orville Platt c. Rudyard Kipling d. Emilio Aguinaldo e. Joseph Pulitzer ANS: D TOP: Becoming a World Power DIF: Moderate REF: Full p. 670 | Seagull p. 684 MSC: Remembering OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Had the Teller Amendment been applied to the Philippines and Cuba, how would it have changed the Spanish-American War? a. Cuba would have become an associated territory as well. b. The United States would have never fought the Spanish navy at Manila. c. The Filipino nationalist movement would not have emerged. d. The United States would have been barred from annexing the archipelago. e. The United States would have benefited from German weapons imports. ANS: D TOP: Becoming a World Power DIF: Moderate REF: Full p. 667 | Seagull p. 681 MSC: Applying OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: The Platt Amendment gave the United States power to intervene in which of the following countries? a. Puerto Rico b. Philippines c. Dominican Republic d. Cuba e. Hawaii ANS: D TOP: Becoming a World Power DIF: Easy REF: Full pp. 670671 | Seagull pp. 681682 MSC: Remembering OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: Newspapers like the New York Journal and the New York World used sensational accounts to sell more copies. These types of papers were known as a. the new press. b. the workers press. c. the yellow press. d. freelancers. e. the corporate press. ANS: C TOP: Becoming a World Power DIF: Easy REF: Full p. 668 | Seagull pp. 680681 MSC: Remembering OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: The Chinese Exclusion Act of 1882 a. excluded Chinese immigrants from supervisory positions. b. excluded Chinese immigrants from entering the country. c. excluded Chinese immigrants from the possibility of becoming naturalized citizens. d. took away Chinese womens voting rights. e. excluded Chinese immigrants from owning land. ANS: B TOP: Redrawing the Boundaries DIF: Easy REF: Full p. 661 | Seagull p. 670 MSC: Remembering OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: How did the world see the United States by 1880? a. as an architect of military alliances b. as a rising power c. as being susceptible to attacks by East Asian countries d. as an exploiter of Africa e. as a second-rate power ANS: E TOP: Becoming a World Power DIF: Easy REF: Full p. 664 | Seagull pp. 678 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: In United States v. Wong Kim Ark, the Supreme Court ruled that Asian descendants born on U.S. soil became U.S. citizens at birth. In what regulation did they base this decision? a. Chinese Exclusion Act b. Fourteenth Amendment c. Thirteenth Amendment d. U.S. Constitution e. Civil Rights Act ANS: B TOP: Redrawing the Boundaries DIF: Moderate REF: Full p. 662 | Seagull p. 672 MSC: Remembering OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: American expansionism after the 1890s a. was largely driven by the desire for expanded overseas trade. b. was hampered by the continued U.S. observance of the Monroe Doctrine. c. had little to do with American consumer demand for foreign products. d. severely depressed the nations agricultural and industrial production. e. was not affected by the development of the railroad. ANS: A TOP: Becoming a World Power DIF: Easy REF: Full pp. 664665 | Seagull p. 679 MSC: Understanding OBJ: 4. Explain how the United States emerged as an imperial power in the 1890s.

Q: New immigrants a. arrived mostly from southern and eastern Europe. b. arrived in large numbers from China. c. stayed in the United States for a few months and soon returned to their home countries. d. sought jobs as farmers. e. were highly educated. ANS: A TOP: Redrawing the Boundaries DIF: Easy REF: Full p. 659 | Seagull p. 669 MSC: Remembering OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: The American Federation of Labors founder, Samuel Gompers, used the idea of freedom of contract to a. argue against interference by judges with workers right to organize unions. b. argue for the right of workers to form political parties to shape government. c. argue for direct confrontation between unions and corporations. d. justify the exclusion of women and blacks from the American Federation of Labor. e. explain the American Federation of Labors policy of admitting unskilled workers to its union. ANS: A TOP: Redrawing the Boundaries DIF: Difficult REF: Full p. 662 | Seagull p. 676 MSC: Analyzing OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: In the 1890s, 3.5 million immigrants arrived in the United States. Where did most of them come from? a. Ireland, England, and Wales b. Germany and France c. China d. South America e. Southern and Eastern Europe ANS: E TOP: Redrawing the Boundaries DIF: Easy REF: Full p. 659 | Seagull p. 670 MSC: Remembering OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: The ascendancy of the American Federation of Labor during the 1890s reflected a. the increasing radicalism of the American labor movement. b. the increasing social conscience in the American population overall. c. a shift from broad reform goals to more limited goals. d. the success of the political lobbying efforts of labor organizers. e. the growing role of women in the union movement. ANS: C TOP: Redrawing the Boundaries DIF: Difficult REF: Full p. 662 | Seagull p. 676 MSC: Evaluating OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: In his Atlanta speech of 1895, Booker T. Washington a. called for political equality. b. encouraged blacks to adjust to segregation. c. opposed vocational education for blacks. d. fought against segregation. e. continued the abolitionist political tradition. ANS: B TOP: The Segregated South DIF: Moderate REF: Full p. 659 | Seagull p. 673 MSC: Understanding OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: The Womens Christian Temperance Union (WCTU) a. was a small organization of radical feminists. b. was led by Elizabeth Cady Stanton. c. moved from demanding prohibition to womens suffrage. d. was a single-issue organization out to ban alcohol. e. argued that politics was not the place for women. ANS: C TOP: Redrawing the Boundaries DIF: Difficult REF: Full pp. 662663 | Seagull pp. 676677 MSC: Understanding OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: What did Booker T. Washingtons Tuskegee Institute emphasize? a. civil rights issues b. professional job education c. vocational job education d. black separatism e. graduate school programs ANS: C TOP: The Segregated South DIF: Moderate REF: Full p. 659 | Seagull p. 673 MSC: Understanding OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: In the 1890s, the National American Woman Suffrage Association a. supported the right of immigrant women to vote. b. supported the right of African-American women to vote. c. was dominated by working-class women. d. made its peace with nativism and racism. e. argued that all women, regardless of race or ethnicity, should vote. ANS: D TOP: Redrawing the Boundaries DIF: Difficult REF: Full p. 663 | Seagull p. 677 MSC: Analyzing OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: The Immigration Restriction League a. blamed new immigrants for urban crime and poverty. b. preferred new immigrants over the old ones. c. wanted to ban immigrants coming from nonEnglish-speaking nations. d. aimed to restrict all immigration. e. restricted immigrants rights to create their own religious institutions. ANS: A TOP: Redrawing the Boundaries DIF: Easy REF: Full p. 660 | Seagull p. 670 MSC: Remembering OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: Native-born middle-class women under the leadership of Carrie Chapman-Catt argued that they deserved the right to vote on account of their a. birth in the United States. b. status as an educated and superior race. c. feminine sensibilities. d. service as volunteers during the Civil War. e. identity as taxpayers. ANS: A TOP: Redrawing the Boundaries DIF: Moderate REF: Full p. 663 | Seagull p. 677 MSC: Analyzing OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: The Immigration Restriction League was formed by a. southern planters. b. professionals from Boston. c. Republicans. d. white women. e. a group of lawyers from the West. ANS: B TOP: Redrawing the Boundaries DIF: Easy REF: Full p. 660 | Seagull p. 670 MSC: Understanding OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: The 1890s is known as the womens era because a. they were allowed to hold political office. b. they voted for the first time. c. they conquered the private sphere. d. they gained more economic opportunities. e. their husbands would increasingly allow them to administer their wages. ANS: D TOP: Redrawing the Boundaries DIF: Easy REF: Full p. 664 | Seagull p. 676 MSC: Understanding OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: Which of the following was Ida B. Wellss purpose as a journalist and lecturer? a. to promote gender equality b. to denounce racial terrorism c. to stop immigration d. to travel the world e. to endorse white supremacy ANS: B TOP: Voices of Freedom Primary Source Document DIF: Moderate REF: Full p. 656 | Seagull 666 MSC: Remembering OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: On what grounds did Justice David J. Brewer dissent from the majority opinion in the case of Fong Yue Ting (1893), which authorized the federal government to expel Chinese aliens without due process of law? a. He argued that the Chinese were mostly decent and honorable and worthy of Americans respect. b. Brewer worried that a similar rationale could be used in the future to subvert the rights to due process of other people. c. He explained that Chinese immigrants should be expelled on grounds of the Naturalization Act, not the Fourteenth Amendment. d. He reasoned that the Constitution of the United States had never applied to any group of immigrants. e. He argued that the United States would suffer serious disadvantages in foreign trade and diplomacy under this precedent. ANS: B TOP: Redrawing the Boundaries DIF: Moderate REF: Full p. 658 | Seagull p. 672 MSC: Analyzing OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: In her lecture Lynch Law in all its Phases, Wells denounced the stance of the government in relation to the lynchings that were taking place in the South. What, according to her, was the government doing wrong? a. allowing the mobs to lynch black people without punishment b. secretly financing the mobs c. sending troops to supervise the lynchings d. rewarding the criminal behavior of the mobs e. abolishing police supervision of the areas where lynchings took place ANS: A TOP: Voices of Freedom Primary Source Document DIF: Easy REF: Full p. 656 | Seagull 666 MSC: Understanding OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: What was the focus of Yick Wo v. Hopkins? a. a lynching of a Chinese man in California b. upholding business opportunities through the Fourteenth Amendment c. segregated schools in California d. expelling Chinese immigrants without due process e. awarding citizenship to Chinese immigrants through the Fourteenth Amendment ANS: B TOP: Redrawing the Boundaries DIF: Moderate REF: Full p. 658 | Seagull p. 672 MSC: Understanding OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: According to Wells, what was the solution to stop lynching? a. to counteract the mobs with violence b. to allow the public force to perform the lynching c. to spark a moral debate among Protestants and Catholics d. to awaken a public sentiment to repudiate it e. to fine those involved in the lynchings ANS: D TOP: Voices of Freedom Primary Source Document DIF: Moderate REF: Full p. 656 | Seagull p. 666 MSC: Understanding OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: In The Souls of Black Folk, W. E. B. DuBois argues that blacks brought three gifts to America. What are the gifts he is referring to? a. song, sweat, and spirit b. sacrifice, love, and understanding c. hard work, family loyalty, eagerness to improve living standards d. soul food, strong women, and investment e. strength, passion, and ancient wisdom ANS: A TOP: Voices of Freedom Primary Source Document DIF: Difficult REF: Full p. 657 | Seagull p. 667 MSC: Understanding OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: Who was a surprise third-party candidate in the race for New York City mayor in 1886? a. Theodore Roosevelt b. J. P. Morgan c. Henry George d. William Tweed e. Lawrence Gronlund ANS: C TOP: Labor and Politics DIF: Remembering REF: Full p. 635 | Seagull p. 646 MSC: Analyzing OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: In which of the following ways were the boundaries of freedom redrawn in the United States during the nineteenth century? a. The federal government expanded the protections of the Fourteenth Amendment dramatically. b. Congress passed a law that granted all married women control over their wages. c. The American Federation of Labor expanded its membership to include female workers and black workers. d. Several states adopted literacy and residency requirements in order to restrict immigrant voting. e. Congress passed an act to increase Chinese immigration. ANS: D TOP: Redrawing the Boundaries DIF: Easy REF: Full p. 657 | Seagull p. 670 MSC: Understanding OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: The Haymarket Affair led to the decline of which group? a. the Christian Lobby b. Knights of Labor c. Womens Christian Temperance Union d. Ku Klux Klan e. Reform Bureau ANS: B TOP: Labor and the Republic DIF: Moderate REF: Full p. 635 | Seagull p. 647 MSC: Understanding OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: Which of the following describes an effect of U.S. Chinese exclusion policies of the late nineteenth century? a. Chinese discrimination victims were afraid to seek redress through the courts. b. A 1986 Congressional resolution apologized for their exacerbation of racial discrimination. c. In protest, some Chinese refused to carry required identification papers. d. Eastern cities experienced a dramatic increase in Chinese immigration. e. The Chinese Exclusion Act was terminated in 1902. ANS: C TOP: Redrawing the Boundaries DIF: Difficult REF: Full pp. 657658 | Seagull pp. 670671 MSC: Analyzing OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: Why did Ida B. Wells say the United States had no right to call itself the land of the free? a. She was referring to the lynchings of innocent black men. b. She was discussing the anti-immigrant sentiment in the South. c. She was writing about the plight of Indians in the West. d. She was criticizing Americas war against Spain. e. She was examining working conditions for factory workers. ANS: A TOP: The Segregated South DIF: Moderate REF: Full p. 654 | Seagull p. 667 MSC: Understanding OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: How did the Civil War come to be remembered by the 1890s? a. as a turning point toward racial equality b. as a war of brother against brother c. as the war that liberated blacks from slavery d. as an act of bravery on the part of white solders e. as a patriotic act on the part of black soldiers ANS: B TOP: The Segregated South DIF: Difficult REF: Full p. 658 | Seagull p. 668 MSC: Analyzing OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: What advice does Chief Joseph offer the white man in his 1879 speech in Washington, D.C.? a. to leave the continent because the Indians are sure to fight immediately and hold their own b. to treat all men, including Indians, the same way in order to live in peace c. to make verbal promises to the Indians regarding property and peace d. to ignore the Indians entirely as had been done for most of American history e. to deny Indians the ability to travel and trade in exchange for much-needed supplies ANS: B TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 624 | Seagull p. 636 MSC: Understanding OBJ: 2. Illustrate how the economic development of the Gilded Age affected American freedom. Matching Test 1 ___ 1. Thomas Edison ___ 2. Nicola Tesla ___ 3. Andrew Carnegie ___ 4. John D. Rockefeller ___ 5. William G. Sumner ___ 6. Terence Powderly ___ 7. Edward Bellamy ___ 8. Walter Rauschenbusch ___ 9. Chief Joseph ___ 10. Sitting Bull ___ 11. Jacob Riis ___ 12. Henry George a. a figure of the Social Gospel movement b. a steel industry giant c. the author of Progress and Poverty d. the head of the Knights of Labor e. the inventor of the electric motor f. the author of How the Other Half Lives g. winner at the Battle of Little Bighorn h. a utopian novelist i. a Social Darwinist j. an oil industry giant k. a member of the Nez Perc l. inventor who opened the first electric generating system in Manhattan

Q: By 1900, in both the North and South: a. history textbooks emphasized Reconstructions merits. b. the role of black soldiers in ensuring Union victory in the Civil War was all but forgotten. c. history texts portrayed African-Americans as happy in slavery. d. African-Americans had largely solidified the political and economic gains made in Reconstruction. e. history texts portrayed John Brown as a martyr and national hero. ANS: B TOP: The Segregated South DIF: Moderate REF: Full pp. 655656 | Seagull pp. 668669 MSC: Understanding OBJ: 2. Explain how the liberty of blacks after 1877 gave way to legal segregation across the South.

Q: What explains the appeal of the Lost Cause mythology for Southern whites in the late nineteenth century? a. It helped blacks cope with their new working conditions. b. It portrayed the Civil War as a trivial event. c. It alleviated the burden of slavery. d. It allowed them to negate the fact they had lost the war. e. It allowed southern governments to preserve white supremacy while coping with defeat. ANS: E TOP: The Segregated South DIF: Difficult REF: Full p. 658 | Seagull pp. 668669 MSC: Evaluating OBJ: 3. Examine how the boundaries of American freedom grew narrower in this period.

Q: In the late nineteenth century, social thinkers such as Edward Bellamy, Henry George, and Laurence Gronlund offered numerous plans for change, primarily because they were alarmed by a fear of a. class warfare and the growing power of concentrated capital. b. increasing power of the executive branch of government and lack of checks and balances. c. the rapid migration of African-Americans from the South to the industrial North, and their increased voting power. d. the increased numbers of immigrants from southern and eastern Europe who brought dangerous socialist ideas to the masses. e. the momentum gained by women in their efforts to win suffrage and other rights in the public realm. ANS: A TOP: Labor and the Republic DIF: Moderate REF: Full p. 630 | Seagull p. 641 MSC: Analyzing OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: After the Civil War, political parties were closely divided. What geographical area did the Democrats dominate? a. the industrial North b. the Midwest c. the South d. the agrarian West e. the mining districts of California ANS: C TOP: Politics in a Gilded Age DIF: Easy REF: Full p. 633 | Seagull p. 643 MSC: Remembering OBJ: 1. Describe the factors that combined to make the United States a mature industrial society after the Civil War.

Q: What did the books of Henry George, Laurence Gronlond, and Edward Bellamy all have in common? a. They relied on the new narrative style of science fiction to forecast the decline of the United States. b. They all sparkled with unique economic observations but lacked ideas for reform or change. c. They all praised the liberty and freedom of the American market economy, yet were all written by immigrants. d. They all offered decidedly optimistic remedies for the unequal distribution of wealth. e. They all relied heavily on the latest trends in sociological research. ANS: D TOP: Labor and the Republic DIF: Difficult REF: Full p. 630 | Seagull p. 641 MSC: Analyzing OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: Which of the following statements about the Haymarket Affair is correct? a. The explosion of a bomb during the protest fueled employers efforts to paint the labor movement as dangerous and un-American. b. The Knights of Labor gained a reputation for peaceful protests that helped them achieve notoriety and evolve into a major political party. c. Several members of the presidents cabinet left in disgrace in response to the revelation that they had engaged in bribery. d. The demonstration brought about laxer immigration laws and significantly improved the experiences of immigrants in the United States. e. Race riots in major cities resulted in Congress doing away with the last of the legislation left over from Reconstruction. ANS: A TOP: Labor and the Republic DIF: Moderate REF: Full pp. 633634 | Seagull p. 645 MSC: Analyzing OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: Which of the following properly assesses the significance of the Great Railroad Strike of 1877? a. The strike signaled the power of labor unions and the beginning of the socialist challenge to American democracy. b. The event highlighted the need for Republicans to address southern economic inequality, not only racial discrimination. c. The railroad strike signaled the nations shift from southern reconstruction to the question of labor and class tensions. d. The strike underlined the rising expectations among industrial workers in times of economic growth and prosperity. e. The strike marked the beginning of the end of the railroad industry and prompted the development of the automobile. ANS: C TOP: Labor and the Republic DIF: Difficult REF: Full pp. 628629 | Seagull p. 639 MSC: Evaluating OBJ: 5. Describe how reformers of the period approached the problems of an industrial society.

Q: What did Ignatius Donnellys 1891 novel Caesars Column focus on? a. ancient Rome b. military tactics c. conflict between labor and capital d. the end of the Civil War e. civil service reform ANS: C TOP: Labor and the Republic DIF: Moderate REF: Full p. 630 | Seagull p. 641 MSC: Understanding OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: Which of the following statements is true about the Civil Service Act of 1883? a. It gave politicians clear steps to follow to ensure the appointment of political allies as federal employees. b. It was passed in response to the increasing number of strikes and riots led by factory workers. c. It created the Interstate Commerce Commission and had a major impact on railroad practices. d. It created a system intended to keep women from becoming federal employees after they won the right to vote. e. It created a system to prevent the appointment of federal employees based on their political influence. ANS: E TOP: Politics in a Gilded Age DIF: Difficult REF: Full p. 634 | Seagull p. 632 MSC: Remembering OBJ: 5. Determine whether the Gilded Age political system was effective in meeting its goals.

Q: By 1880, the government used military troops regularly to do which of the following? a. to protect African-American voters b. to put down strikes c. to protect laborers on strike d. to stop Mexican immigrants from crossing the U.S. border e. to guard the Canadian border ANS: B TOP: Labor and the Republic DIF: Difficult REF: Full pp. 628629 | Seagull p. 639 MSC: Understanding OBJ: 5. Describe how reformers of the period approached the problems of an industrial society.

Q: Henry George offered a(n) ________ as a solution for the problem of inequality in America. a. low-income housing program b. single tax c. immigration restriction law d. communist platform e. forced Americanization program ANS: B TOP: Labor and the Republic DIF: Moderate REF: Full p. 631 | Seagull p. 642 MSC: Understanding OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: Which of the following was true of Republicans during the Gilded Age? a. They aimed to reintroduce greenbacks. b. They sought to increase federal spending. c. They prioritized the needs of southern and western farmers. d. They supported a high tariff to protect American industry. e. They refused to pay the national debt. ANS: D TOP: Politics in a Gilded Age DIF: Difficult REF: Full p. 634 | Seagull p. 644 MSC: Remembering OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: What was the aim of Carlisle, a boarding school for Indians? a. to prepare them for reservation life b. to train them in the professional skills necessary to return to the reservations as doctors and teachers c. to convert them to Christianity so that they would become missionaries on the reservations d. to civilize the Indians, making them American, as whites defined the term e. to prepare them to enlist in the U.S. military ANS: D TOP: The Transformation of the West DIF: Moderate REF: Full p. 629 | Seagull p. 640 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: Who wrote a novel that promoted socialist ideas under the term of nationalism? a. Lawrence Gronlund b. Thorstein Veblen c. Mark Twain d. Henry George e. Edward Bellamy ANS: E TOP: Labor and the Republic DIF: Moderate REF: Full p. 632 | Seagull p. 643 MSC: Remembering OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: The Knights of Labor a. was an inclusive group that called for an array of reforms including the eight-hour workday. b. organized only skilled, white, native-born workers. c. exclusively admitted men and supported the idea that women should not be allowed to work. d. never had more than a few hundred members due to a downturn in labor organizing in the 1880s. e. cooperated with big business because they sought to be as prosperous as business owners. ANS: A TOP: Labor and the Republic DIF: Moderate REF: Full p. 629 | Seagull p. 640 MSC: Understanding OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: Which of the following statements accurately describes elections during the Gilded Age? a. Elections were entirely fraudulent due to widespread malfunctioning of voting machines. b. Elections were closely contested affairs characterized by intense part loyalty. c. Elections remained unnoticed affairs, as most people did not care about politics. d. Elections were almost nonexistent because of the political turmoil that characterized the period. e. Elections were flashy affairs, but the results were never close. ANS: B TOP: Politics in a Gilded Age DIF: Moderate REF: Full p. 633 | Seagull p. 633 MSC: Understanding OBJ: 5. Determine whether the Gilded Age political system was effective in meeting its goals.

Q: William Cody, popularly known as Buffalo Bill, a. was a native leader whose lands were taken by the US government. b. led one of the most devastating campaigns against Native American tribes. c. popularized the image of the West as being both wild and romantic with his Wild West shows. d. emphasized the struggles of farm families and labor conflict in mining centers in the West. e. argued the West should not be inhabited by whites because there was too much violence. ANS: C TOP: The Transformation of the West DIF: Easy REF: Full p. 630 | Seagull p. 641 MSC: Remembering OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: How did the American Catholic Church act during the Gilded Age? a. American Catholics grew increasingly apart from their fellow believers in Europe. b. The American Catholic Church saw a growing number of clergies advocate social justice and reform. c. Afraid of a schism between wealthy and poor Catholics, the Church instead turned its attention to the defense of marriage and parental control. d. Overwhelmed by the radicals of largely Catholic southern European labor organizers, the Church distanced itself from its traditional stand for social justice and equality. e. Eager to ward off criticisms of papal rule, the American Catholic Church denounced the Vatican. ANS: B TOP: Labor and the Republic DIF: Difficult REF: Full p. 633 | Seagull p. 644 MSC: Understanding OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: The nineteenth-century labor movement argued that a. concentrated capital was not the enemy but that corrupt politicians were. b. extremes of wealth and poverty threatened democracy. c. strikes and walkouts were exclusively a male preserve. d. meaningful freedom could only exist in conditions of economic inequality. e. capital should be concentrated entirely among the laborers. ANS: B TOP: Labor and the Republic DIF: Difficult REF: Full p. 630 | Seagull p. 641 MSC: Analyzing OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: What religious idea did Walter Rauschenbusch promote? a. The Catholic Church version of the Bible was superior to that used in Protestant churches. b. Inequality of wealth contradicted the Christian ideal of brotherhood. c. Missionary work on Indian reservations needed to increase. d. The focus of missions should be on the diverse peoples of Asia. e. The Bible should be included in public school curriculums. ANS: B TOP: Labor and the Republic DIF: Moderate REF: Full p. 633 | Seagull p. 644 MSC: Understanding OBJ: 3. Describe how reformers of the period approached the problems of an industrial society.

Q: What was the Ghost Dance movement? a. It was a military technique federal troops developed and used against the Native Americans following the massacre at Wounded Knee. b. It was a traditional religious revival that brought solace to the Native Americans who participated in it but made the government fear the possibility of an uprising. c. It was a cultural phenomenon among European immigrants who traveled to the West and resulted in an anti-immigrant backlash among white Americans in these areas. d. It was an intercultural dance that served as an open invitation for whites to join Native American communities across much of the United States. e. It was a Native American cultural movement embraced by the government due to the belief that it would distract Native Americans from conflicts with western settlers. ANS: B TOP: The Transformation of the West DIF: Moderate REF: Full p. 628 | Seagull p. 640 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: Liberal reformers of the Gilded Age believed a. wealth inequality was inevitable in modern society, and democracy was becoming a threat to individual liberty. b. individual liberty and property rights were threatened, above all, by the business classes. c. lower-class groups could strengthen democracy by using government to advance their interests. d. an activist government should address social needs, much as liberals do in modern America. e. wealth inequality could be corrected through workers hard work. ANS: A TOP: Freedom in the Gilded Age DIF: Difficult REF: Full p. 625 | Seagull p. 635 MSC: Understanding OBJ: 2. Illustrate how the economic development of the Gilded Age affected American freedom.

Q: The Grange was an organization that a. focused its efforts on child labor laws. b. sought to raise railroad rates. c. opposed government regulation of shipping charges. d. pushed for railroads to acquire more land in the West. e. established cooperatives for storing and marketing farm output. ANS: E TOP: Politics in a Gilded Age DIF: Moderate REF: Full p. 623 | Seagull p. 634 MSC: Understanding OBJ: 5. Determine whether the Gilded Age political system was effective in meeting its goals.

Q: Which of the following ideas accurately summarizes Saum Song Bos response toward the construction of the Statue of Liberty in American Missionary (October 1885)? a. The Statue of Liberty is misleading as a symbol of freedom due to the discrimination that the Americans and the French have shown the Chinese. b. The Statue of Liberty represents the endless opportunities afforded to immigrants to the United States from all over the world. c. The Statue of Liberty revolutionized construction techniques and should be celebrated for the way it impacted urban centers across the United States. d. The United States government spent far too much money on the Statue of Liberty and instead should have invested in public education. e. The construction of the Statue of Liberty underscored the equality with men that most women enjoyed in the United States after the Civil War. ANS: A TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 625 | Seagull p. 637 MSC: Moderate OBJ: 2. Illustrate how the economic development of the Gilded Age affected American freedom.

Q: What was one result of the massacre at Wounded Knee? a. An official government inquiry led to the lifelong imprisonment of many soldiers. b. The government eventually awarded the soldiers the Medal of Honor. c. Custer and all of his soldiers died, fueling antiNative American sentiment. d. Various Indian tribes rallied and mounted a military counteroffensive. e. The press unanimously condemned the actions of the soldiers there. ANS: B TOP: The Transformation of the West DIF: Moderate REF: Full p. 628 | Seagull p. 640 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: The Indian victory at the Little Bighorn a. was typical at the time. b. only temporarily delayed the advance of white settlement. c. brought an end to the hostilities. d. came after an unprovoked attack by Indians. e. resulted in no U.S. Army casualties. ANS: B TOP: The Transformation of the West DIF: Moderate REF: Full p. 623 | Seagull p. 635 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: Which of the following statements about the theory of Social Darwinism is correct? a. The theory was first proposed in On the Origin of the Species by Charles Darwin. b. The theory argued that evolution in human society should be under the control of the government. c. The theory argued that the giant industrial corporation was inept and would soon fall apart. d. The theory argued that freedom required frank acceptance of inequality. e. The theory argued that legislation was the only way to combat poverty. ANS: D TOP: Freedom in the Gilded Age DIF: Difficult REF: Full p. 626 | Seagull p. 636 MSC: Evaluating OBJ: 2. Illustrate how the economic development of the Gilded Age affected American freedom.

Q: What was the purpose and approach of the Dawes Act? a. to imprison Native leaders by arguing that they had destroyed western soil and, thus, agriculture b. to attack tribalism by dividing the land of nearly all tribes and distributing it to Indian families c. to remove all Indians from the West and confiscate their property d. to control and supervise tribal life by legally regulating their customs and habits e. to redistribute the land of the different tribes by respecting their customs and habits ANS: B TOP: The Transformation of the West DIF: Difficult REF: Full p. 627 | Seagull p. 638 MSC: Analyzing OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: The Greenback-Labor Party enjoyed significant but short-lived success during elections. Which of the following statements accurately describes this partys platform? a. It promoted the creation and development of banks and private financial institutions. b. Its members lobbied for big commercial enterprises. c. Its members believed the federal government should keep taking money out of circulation. d. It proposed that the federal government should control the money supply. e. Its members, first and foremost, wanted to create an international party for workers. ANS: D TOP: Politics in a Gilded Age DIF: Difficult REF: Full p. 623 | Seagull p. 635 MSC: Analyzing OBJ: 5. Determine whether the Gilded Age political system was effective in meeting its goals.

Q: What prevented many Native Americans from becoming U.S. citizens in the nineteenth century? a. Congress had agreed to keep the long-standing treaty system with Native Americans. b. The Fourteenth Amendment specifically said they could not be citizens. c. The Dawes Act did not allow for citizenship. d. Most Indians were unwilling to cede their tribal setting and assimilate into American society. e. Service in the Confederacy during the Civil War resulted in blocking citizenship after the war. ANS: D TOP: The Transformation of the West DIF: Moderate REF: Full p. 627 | Seagull p. 638 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.

Q: Which of the following leaders conducted an unsuccessful effort to escape to Canada and, years later, stood in front of an audience asking for freedom and equal rights for his people? a. Henry L. Dawes b. John Elk c. Chief Joseph d. Saum Song Bo e. Jacob Riis ANS: C TOP: Voices of Freedom | Primary Source Document DIF: Easy REF: Full p. 624 | Seagull p. 622 MSC: Remembering OBJ: 4. How was the West transformed economically and socially in this period?

Q: Which of the following statements accurately describes the response of many everyday Americans to the new social order of the Gilded Age? a. From the academic world to the public sphere, public discussion gave new attention to class differences and debates over the implications of economic change. b. Discussion of class became almost nonexistent because Americans were so wary of sparking conflict that might result in another civil war. c. Because the United States was moving away from an industrial economy, farmers became increasingly powerful in political circles. d. Employers and employees grew far more trusting of each other due to economic downturns that helped close the economic gap between them. e. Americans were predominantly complacent with poverty because their working conditions were so much better than those of their European counterparts. ANS: A TOP: Freedom in the Guilded Age DIF: Difficult REF: Full p. 624 | Seagull p. 634 MSC: Understanding OBJ: 2. Illustrate how the economic development of the Gilded Age affected American freedom.

Q: In 1884, the Supreme Court ruled against John Elk when he tried to claim American citizenship. What reason did the Supreme Court give for rejecting his petition? a. He was not paying taxes and had not done anything to assimilate into American society. b. He was not born within the boundaries of the United States, and thus was not subject to its jurisdiction. c. Whether he had achieved the degree of civilization required of American citizens was in question. d. He did not follow the appropriate procedures and refused to give up his tribal affiliation. e. Western courts had never denied Native Americans the rights afforded by the Fourteenth and Fifteenth Amendments. ANS: C TOP: The Transformation of the West DIF: Moderate REF: Full p. 627 | Seagull p. 638 MSC: Understanding OBJ: 4. Discuss how the West was transformed economically and socially in this period.