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6-8 quiz

Total questions: 24

Worksheet time: 19mins

Name
Class
Date
1.
The government's goal in this campaign advertisement was to —
a)
get Americans to focus on something besides the wa
b)
teach Americans how to be farmers
c)
keep Americans focused on the war effort
d)
force companies to lower prices on canned goods
2.
Why were women and minorities able to make economic gains during World War II?
a)
Increased educational opportunities for women and minorities.
b)
Labor unions successfully demanded equal opportunities for these groups.
c)
New civil rights legislation forced businesses to change their hiring practices.
d)
A shortage of labor created new opportunities in the workplace.
3.
The Supreme court case of Korematsu v. United States in 1944 supported which of the following ideas?
a)
Only the Supreme Court can change the constitutional rights of American citizens
b)
Supreme Court is unable to block presidential actions during wartime
c)
Individual rights need to be preserved in national emergencies
d)
Individual rights can be restricted under certain circumstances
4.
Who served as a symbol for women in the workplace during World War II?
a)
Rosie the Riveter
b)
Eleanor Roosevelt
c)
Florence Nightingale
d)
Wanda the Welder
5.
This World War II propaganda poster was probably used by the American government to encourage what for the war effort?
a)
The manufacturing of materials needed for the war effort
b)
Rationing
c)
Enlisting in the military
d)
Censoring information
6.
During World War II, the role of the Selective Service System in the United States was to —
a)
draft military personnel
b)
ration manufactured goods
c)
increase industrial productivity
d)
replace factory workers
7.

When Japanese Americans had to report to the camps what did most of the families have to do?

a)

Leave behind their homes, belongings, businesses, and pets.

b)

Find a neighbor or family member to leave their children with

c)

Give all of their money and property to the US government

d)

Enlist in the US Army

8.

The _______ Airmen was a group of African American pilots trained at the Tuskegee Institute.

a)

Tuskegee

b)

Elite

c)

Volunteer

d)

Flying Tiger

9.
___________________________ helped to provide the military and industry with metal and materials needed for production
a)
Victory Gardens
b)
Victory Drives
c)
Scrap Metal Drives
d)
War bonds
10.
Posters like these promoted 
a)
war bonds
b)
rationing
c)
war production
d)
liberty bells
11.
When was the bombing of Pearl Harbor?
a)
1953
b)
1941
c)
Never, Pearl Harbor wasn't bombed
d)
1946
12.
The code talkers were a group of Navajos who served in the United States Marine Corps during which war?
a)
Civil War
b)
World War I
c)
World War II
d)
Revolutionary War
13.

How did African American involvement in World War II

impact post-war America?

a)

They encouraged the practice of segregated military units.

b)

They migrated to the South in search of jobs in agriculture.

c)

They joined the armed forces in record numbers.

d)

They increased efforts to end racial discrimination.

14.

What type of missions were the Tuskegee Airmen primarily involved in during World War II?

a)

Bombing missions over Germany

b)

Escort missions for bombers

c)

Reconnaissance missions

d)

Ground attack missions

15.
The automobile industry stopped making cars and started to produce jeeps, military trucks, tanks, arms, mines, helmets, and aircraft. Each item produced is an example of 
a)
Economic resources
b)
Military resources
c)
Fascist destroyers
d)
Rationing
16.
The US Military remained segregated and African-Americans were initially assigned to non-combat positions. This is an example of
a)
Rationing
b)
Propaganda
c)
Discrimination
d)
Mobilization
17.
The executive order that forced the relocation of Japanese Americans from the West Coast into the interior of the U.S. was executive order ___________.
a)
1941
b)
9066
c)
9055
d)
9000
18.
In 1988, the U.S. government paid survivors of the Japanese relocation camps $_____________.
a)
$5,000
b)
$10,000
c)
$15,000
d)
$20,000
19.
_______________ supplied the highest proportion of servicemen of any minority group in World War II.
a)
African Americans
b)
Hispanics
c)
Native Americans
d)
Japanese Americans
20.
_______________ used their language as a code for sending vital messages.  The Japanese were not able to break their code. 
a)
Apaches
b)
Sioux
c)
Cherokees
d)
Navajo
21.
The Supreme court case of Korematsu v. United States in 1944 supported which of the following ideas?
a)
Only the Supreme Court can change the constitutional rights of American citizens
b)
Supreme Court is unable to block presidential actions during wartime
c)
Individual rights need to be preserved in national emergencies
d)
Individual rights can be restricted under certain circumstances
22.

Who were the Tuskegee Airmen?

a)

The first Black military aviators in the U.S. Army Air Corps

b)

Civil rights activists

c)

Naval officers trained at Tuskegee

d)

A group of African American infantry soldiers

23.

What nickname did the Tuskegee Airmen earn due to the color of their plane tails?

a)

Sky Warriors

b)

Black Eagles

c)

Freedom Flyers

d)

Red Tails

24.

How did the performance of the Tuskegee Airmen in World War II impact the U.S. military's approach to segregation?

a)

It had no significant impact

b)

It led to immediate desegregation of the military

c)

It contributed to the eventual desegregation of the military

d)

It reinforced the military's segregation policies

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