A.   Coverage formulas are constitutional, and changes to state voting laws should continue to be reviewed.

B.   Voter ID laws are unconstitutional and should be subject to federal review or “preclearance.”

C.   Coverage formulas are unconstitutional, but changes to state voting laws can still be reviewed by Congress.

D.   Voter ID laws are constitutional and should no longer be subject to federal review or “preclearance.”

A.   when the Bill of Rights was ratified

B.   when the 19th Amendment was ratified

C.   when the Constitution was ratified

D.   when the 14th Amendment was ratified

A.   unreasonable

B.   excessive

C.   qualified

D.   unfair

A.   policies based on equality of opportunity

B.   governmental discrimination

C.   wealth redistribution

D.   policies based on equality of outcome

A.   Congress passed a law extending the slave trade for an additional 20 years.

B.   Harriet Beecher Stowe published Uncle Tom’s Cabin.

C.   The enslaved population numbered over one million.

D.   Every single state outlawed the slave trade on its own.

A.   South Carolina seceded from the Union.

B.   Slavery was abolished.

C.   The Emancipation Proclamation was issued.

D.   The Missouri Compromise was enacted.

A.   Missouri

B.   Ohio

C.   New York

D.   Maine

A.   It added two slave states to the Union.

B.   Its provisions allowed Dred Scott to obtain his freedom.

C.   It granted freedom to any enslaved person whose owner established residence in a free territory.

D.   It banned slavery in the Western states.

A.   the 19th Amendment

B.   the 14th Amendment

C.   the 15th Amendment

D.   the 13th Amendment

A.   the 14th Amendment

B.   the 19th Amendment

C.   the 15th Amendment

D.   the 13th Amendment

A.   to oppose the efforts of freedmen to run for office

B.   to seek legislation that improved voting rights for freedmen

C.   to stop the Northern occupation of Southern states

D.   to form a coalition with White Democrats in Congress

A.   to segregate society by race

B.   to enfranchise African Americans in the South

C.   to empower Radical Republicans

D.   to establish term limits for governors and state legislators

A.   Dred Scott v. Sanford

B.   Brown v. Board of Education

C.   Plessy v. Ferguson

D.   the Civil Rights Cases of 1883

A.   It was formed prior to the Civil War.

B.   It excluded African Americans from membership.

C.   Its members included both men and women.

D.   It targeted amendments to state constitutions.

A.   Susan B. Anthony

B.   Lucretia Mott

C.   Elizabeth Cady Stanton

D.   Willa Cather

A.   The Declaration of Sentiments claims that “all men and women are created equal,” while the Declaration of Independence merely states that “all men are created equal.”

B.   The Declaration of Sentiments suggests that individuals need to wait for an oppressive government to see the error of its ways and change on its own, while the Declaration of Independence asserts that it is the duty of the people to rid themselves of an oppressive government.

C.   The Declaration of Sentiments presents a list of grievances, while the Declaration of Independence only vaguely alludes to general dissatisfaction.

D.   The Declaration of Sentiments claims that rights are subjective depending on the individual, while the Declaration of Independence lists life, liberty, and the pursuit of happiness as inalienable rights.

A.   She believed that men would be more willing to listen to her sentiments if she borrowed her structure and phrasing from the writing of a man.

B.   She wanted to emphasize the parallel between the American colonists and contemporary women as oppressed groups standing up for “self-evident” and “inalienable” rights.

C.   She wanted to imply that the United States might never have escaped from colonial rule were it not for the contributions of women.

D.   She considered the Declaration of Independence to be the greatest contribution to women’s rights before the Seneca Falls Convention, and she wanted to pay homage to the Founding Fathers.

A.   They verbally abused the marchers and sometimes impeded their movement.

B.   They largely ignored the parade, because they were more focused on President Wilson’s impending inauguration.

C.   They were threatened and intimidated by the aggressive attitude of the marchers.

D.   They boisterously cheered on the parade and seemed to enjoy the spectacle of it, but they failed to take the sentiments of women’s suffrage to heart.

A.   It marked the first time Alice Paul had ever publicly campaigned for women’s rights.

B.   It was the first time suffragists had ever gathered publicly in Washington, DC.

C.   It proved to be a catalyst in winning widespread support and sympathy from the general public.

D.   It infused new life into the women’s suffrage movement and renewed public interest in their cause.

A.   They expected a positive reception from the crowds that gathered in Washington at this time because Woodrow Wilson’s supporters tended to support women’s suffrage as well.

B.   They wanted to pick a time when the Washington police would be so preoccupied with providing security for the inauguration that they wouldn’t attempt to stop the suffragists’ march.

C.   They intended to distract press attention from Woodrow Wilson’s inauguration in order to punish him for his lack of support for their movement.

D.   They hoped to maximize the amount of press coverage of the event, since reporters and photographers would already be there for the inauguration.

A.   picketing

B.   signing petitions

C.   boycotting

D.   rioting

A.   to illustrate how the idea of women leaving the home and convening for political reasons was viewed as unnatural to many people at the time

B.   to emphasize how little historians know about what really went on during the gatherings at the headquarters

C.   to show how the suffrage movement had a hard time raising money and attracting supporters

D.   to portray the suffragists as bizarre extremists and the National Woman’s Party as a creepy cult

A.   He is seen watching them, but he does not appear to act immediately.

B.   He engages in conversation with them and appears to back their movement wholeheartedly.

C.   He makes light of their movement and seems to ridicule them.

D.   He seems to be completely oblivious to their activities.

A.   They positioned themselves in such a way during their picketing that President Wilson would not be able to enter the White House without passing by them.

B.   They wanted to dissociate themselves from the stereotype of women as chatty and gossipy.

C.   They always refused to speak publicly about suffrage, handing out pamphlets instead.

D.   They wanted to demonstrate how women could handle an important task, such as standing guard in front of the White House, just as well as any man could.

A.   the surprise donation of $1,000 from Miss Mary Burnham to further their cause

B.   the passage of the 15th Amendment, which allowed men of all races and colors to vote

C.   the death of renowned suffragist Inez Milholland Boissevain

D.   the president’s disappointingly noncommittal response to their delegation

A.   He promised to fight for the passage of the 19th Amendment under the condition that the suffragists stop making a public spectacle out of themselves.

B.   He claimed he personally believed in their cause, but as party leader, he was obligated first and foremost to follow the orders of his party.

C.   He politely thanked them for sharing their thoughts, but ended with a patronizing reminder to leave the business of government to men.

D.   He expressed anger that the suffragists would have the audacity to ambush him when he thought they were just assembling for a memorial.

A.   to make a statement about how women were being starved of their political rights in the United States

B.   to demonstrate the types of irrational behavior that women who couldn’t vote were psychologically compelled to engage in

C.   to protest the fact that her fellow imprisoned suffragists were being fed substandard food

D.   to pressure the prison officials into setting her free

A.   They believed that her hunger strike would be the final catalyst for the passage of the 19th Amendment.

B.   They believed that she would surely drive herself to starvation and death.

C.   They believed that she would hold out for a long time, possibly longer than people expected.

D.   They believed that she would cave quickly.

A.   The press frequently portrayed Alice Paul as weak and capricious in order to undermine her efforts.

B.   Alice Paul was not afraid to go to extreme lengths in her dedication to her cause and her fellow suffragists.

C.   Even as she was fighting for women’s suffrage in her public life, Alice Paul was battling an eating disorder in her private life.

D.   Political gains in the women’s suffrage movement were achieved in spite of, rather than because of, Alice Paul’s extreme behavior.

A.   It challenged states’ discriminatory voting laws.

B.   It influenced the desegregation of public facilities and schools.

C.   It dismantled existing racial inequality within American society.

D.   It allowed racial inequality to persist in American society.

A.   graduate and professional programs

B.   elementary schools

C.   undergraduate colleges

D.   high schools

A.   Missouri ex rel. Gaines v. Canada

B.   Sweatt v. Painter

C.   Brown v. Board of Education of Topeka, Kansas

D.   Plessy v. Ferguson

A.   Sweatt v. Painter

B.   Brown v. Board of Education of Topeka, Kansas

C.   Brown v. Board II

D.   Plessy v. Ferguson

A.   the group of African American students attempting to attend Central High School

B.   the Arkansas Court of Appeals judges who ruled on school desegregation

C.   the members of a White lynch mob convicted of killing Black students in Arkansas

D.   the nine justices serving on the Supreme Court in the 1950s

A.   Cumming v. Richmond County Board of Education

B.   Plessy v. Ferguson

C.   Sweatt v. Painter

D.   Dred Scott v. Sandford

A.   interstate transportation

B.   public schools

C.   restaurants

D.   government offices

A.   She was denied admission to the school, leading the Supreme Court to uphold the “separate but equal” doctrine established by Plessy v. Ferguson.

B.   She was denied admission to the school, allowing the case challenging the “separate but equal” doctrine to proceed.

C.   She was accepted to the school but her sister wasn’t, so the Brown family decided to sue the school so the girls could attend it together.

D.   She was accepted to the school and became the first African American child to integrate a public school.

A.   The Supreme Court had established a precedent that it would only hear class action suits in cases involving segregation.

B.   The Supreme Court was compelled to hear and decide on multiple cases at once.

C.   A class action suit would absolve the states of any legal responsibility for failing to implement federal policy.

D.   A class action suit meant that the issue at hand dealt with education.

A.   Because the dolls given to the Black children in the study were of lesser quality than the dolls given to the White children, the study showed that segregation contributes to discrepancies in school resources between the races.

B.   Because the majority of the children played with the White baby dolls and demonstrated anger toward the Black baby dolls, the study showed that segregation had the psychological effect of causing children to see Black people as inferior to White people.

C.   Because the majority of the children played with the Black baby dolls and demonstrated anger toward the White baby dolls, the study showed that segregation greatly increased tension between the races.

D.   Because the White children played with the White baby dolls and the Black children played with the Black baby dolls, the study showed that segregation keeps races separated even during playtime.

A.   to avoid any legal loopholes pertaining to the desegregation of public schools

B.   to spur Congress into modifying the language of the 14th Amendment

C.   to facilitate implementation of the ruling by sending a strong message of complete agreement

D.   to force Kansas into rapid desegregation measures

A.   the reelection of Dwight D. Eisenhower as president

B.   the speeches of Martin Luther King, Jr.

C.   the massive protests against segregation

D.   the appointment of Earl Warren as chief justice

A.   the Due Process Clause

B.   the Full Faith and Credit Clause

C.   the Equal Protection Clause

D.   the Supremacy Clause

A.   Only schools in the South had been desegregated, while segregation remained in many school districts in the North.

B.   All schools in the United States had been desegregated through a generally smooth process.

C.   Most Black schools had been shut down, leaving mainly White children in public schools.

D.   Very little had been done to implement the initial decision, and public schools were still segregated.

A.   The Court reached a unanimous decision twice in the same case.

B.   The Court was taking an active role in overseeing the implementation of a previous decision.

C.   The Court was responding to changes in public opinion on a controversial issue.

D.   The Court was criticizing the executive branch for failing to implement its previous decision.

A.   He believes the use of private school vouchers is unconstitutional.

B.   He thinks the state’s standardized tests are biased toward high-income children.

C.   He believes the state has condoned segregated school zones.

D.   He thinks that schools are violating his children’s right to free speech.

A.   The Supreme Court ruled that “separate but equal” school districts were constitutional.

B.   Unequal school funding is unconstitutional and states are not upholding the 1973 Supreme Court decision.

C.   The right to an education is more explicitly defined in state constitutions than it is in the U.S. Constitution.

D.   The nationwide teachers’ movement has already had some success taking this route.

A.   whether unequal funding is leading to inadequate education for low-income students

B.   whether state standardized tests are in violation of literacy standards set in the Every Student Succeeds Act

C.   whether continued segregation in school zones is a violation of state constitutions

D.   whether states are complying with federal court decisions on school zones

A.   that an across-the-board increase in spending is correlated with teacher performance and better test scores

B.   that per-pupil spending is correlated with increased retention rates and lifetime earning potential

C.   that there was a negative correlation between integrated school zones and higher test scores

D.   that there was no significant correlation between per-pupil spending, retention rates, and lifetime earning potential

A.   Yes, because across the board, increases in funding have been shown to positively influence student test scores.

B.   No, because smaller class sizes have been determined to be more effective for increasing test scores.

C.   No, because significant improvements have not been seen despite continual increases in education spending.

D.   Yes, because increased funding for teacher salaries has been shown to increase student test scores.

A.   establishing charter schools

B.   increased school funding

C.   instituting a school voucher system

D.   busing students across school zones

A.   because the lawsuit argues that charter schools discriminate against non-White and low-income students

B.   because the lawsuit argues that traditional public schools should receive more funding than charter schools

C.   because the lawsuit argues that the state has made a mistake by excluding charter schools from desegregation efforts

D.   because the lawsuit argues that all charter schools should be closed and their students moved to traditional public schools

A.   It ruled in favor of the plaintiffs, allowing the case to move to trial.

B.   It denied the hearing and sent the case back to the lower court.

C.   It ruled against Cruz-Guzman and in favor of the state.

D.   It halted any further attempts by the state to rezone school districts.

A.   the beginning of the Freedom Rides

B.   desegregation of Montgomery public transportation

C.   a yearlong bus boycott in Montgomery, Alabama

D.   the arrest of Martin Luther King, Jr.

A.   the Southern Christian Leadership Conference (SCLC)

B.   the Committee for Racial Harmony and Cooperation (CRHC)

C.   the National Association for the Advancement of Colored People (NAACP)

D.   the Student Nonviolent Coordinating Committee (SNCC)

A.   Rosa Parks

B.   members of SNCC

C.   civil rights protestors

D.   White clergymen

A.   segregated seating on Montgomery city buses

B.   NWP protests outside the White House

C.   the founding of SNCC and CORE

D.   television coverage of police brutality

A.   to abolish slavery

B.   to protect voting rights for African Americans

C.   to grant women the right to vote

D.   to ban discrimination based on race

A.   states that refused to comply with the Civil Rights Act of 1964

B.   states that opposed the Fair Housing Act of 1968

C.   states with a history of racial segregation

D.   states that supported the opposition party to the president

A.   the assassination of President Kennedy

B.   the bombing of a Black church in Birmingham

C.   the police attack on civil rights protestors in Birmingham

D.   the police attack on participants in a march from Selma to Montgomery

A.   the League of Women Voters

B.   the National Organization for Women

C.   Congress

D.   the Presidential Commission on the Status of Women

A.   supporting companies that treat men and women equally in the workplace

B.   eradicating discrimination against African Americans

C.   policies that addressed women’s biological differences from men

D.   court cases that treat men and women equally under the law

A.   1994

B.   1966

C.   1972

D.   none of these options

A.   to grant additional rights and benefits to women in traditionally male-dominated jobs

B.   to ensure equal pay for men and women doing the same job

C.   to grant tax credits to single mothers and widows

D.   to ensure equality of funding between women’s and men’s educational programs

A.   equal protection

B.   “compelling state interest test”

C.   “separate but equal”

D.   judicial scrutiny

A.   that the government action serves a compelling state interest

B.   that the government action is reasonably related to a legitimate government interest

C.   that the means used are intended to advance an important government interest

D.   that the policy involves a fundamental freedom or a suspect classification

A.   rational basis test

B.   intermediate scrutiny

C.   strict scrutiny

D.   “compelling state interest test”

A.   strict scrutiny

B.   the scales of justice

C.   the “separate but equal” doctrine

D.   the detainment of individuals with foreign enemy ancestry

A.   rallies

B.   boycotts

C.   occupations

D.   sit-ins

A.   boycotts

B.   mass mobilization

C.   occupations

D.   sit-ins

A.   the passage of the Wheelchair Accessibility Resolution in 1960

B.   the popularization of the term “people with disabilities” in the 1970s

C.   the closure of state-run psychiatric hospitals in the 1980s

D.   the passage of the Americans with Disabilities Act in 1990

A.   the 19th Amendment

B.   the First Amendment

C.   the 14th Amendment

D.   the Ninth Amendment

A.   School busing policies are a form of de facto segregation.

B.   “White flight” is a modern example of de jure segregation.

C.   Jim Crow laws were a clear example of de facto segregation.

D.   Racially segregated schools were a form of de jure segregation.