AS II, Unit 5: The Jim Crow North

Question 1

Multiple choice



  • Northern segregation was primarily enforced through laws like Jim Crow.

  • Northern segregation had no impact on education or public spaces.

  • Northern segregation was completely eliminated after the Civil War.

  • Northern segregation was often de facto, based on practices like housing discrimination and personal prejudice.

Question 2

Multiple choice



  • By creating public housing projects and suburban developments that were racially segregated.

  • By enforcing segregation laws in public schools.

  • By promoting equal access to housing for all racial groups.

  • By refusing to provide funding for racially integrated communities.

Question 3

Multiple choice



  • They claimed segregation in their schools was accidental and not state-sponsored.

  • They argued the ruling only applied to Southern states.

  • They believed their school districts were already integrated.

  • They pointed to housing patterns as the reason for racial separation in schools.

Question 4

Multiple choice



  • By preventing African Americans from purchasing homes in suburban neighborhoods.

  • By requiring separate schools for black and white students.

  • By encouraging African Americans to move to integrated communities.

  • By providing equal access to housing loans for all racial groups.

Question 5

Multiple choice



  • It demonstrated widespread opposition to school desegregation in the North.

  • It resulted in the immediate integration of all New York City schools.

  • It led to the passage of federal legislation banning segregated schools.

  • It was the largest civil rights protest of the decade, calling for an end to segregation in education.

Question 6

Multiple choice



  • By providing equal housing loans to all racial groups.

  • By encouraging African Americans to invest in rural property instead.

  • By promoting racial diversity in urban neighborhoods.

  • By subsidizing suburban developments that excluded African Americans and redlining minority communities.

Question 7

Multiple choice



  • The North did not experience public segregation, making its struggles less visible.

  • Many believed racism and segregation were primarily Southern issues, minimizing the role of systemic discrimination in the North.

  • The Northern civil rights movement lacked significant protests or legal victories.

  • Northern segregation was resolved more quickly than in the South.

Question 8

Multiple choice



  • They focused solely on ending segregation in Southern states.

  • They argued that segregation in the North was not as severe as in the South.

  • They highlighted the persistence of segregation in Northern cities, such as Chicago, and fought for changes in housing and education.

  • They avoided addressing Northern segregation to maintain focus on federal legislation.

Question 9

Multiple choice



  • Busing policies were widely supported by white communities.

  • Busing policies successfully integrated schools without resistance.

  • Busing policies caused immediate and permanent desegregation in public schools.

  • Busing policies led to violent opposition and highlighted the deep resistance to integration in the North.

Question 10

Multiple choice



  • Integration policies have led to the closure of public schools in major cities.

  • Segregation only persists in rural areas, not urban centers.

  • Many cities and schools in the North remain segregated, with significant racial disparities in resources and opportunities.

  • Northern segregation has been completely eliminated.

Question 11

Multiple choice



  • finding sources for funding was a barrier to integrating schools in the North

  • White Northerners fought to keep their cities and schools segregated

  • many people in the North supported school integration

  • school boards in the North were slow to create desegregation plans

Question 12

Multiple choice



  • need for change in the South

  • extent of racism in the North

  • challenges he faced in organizing marches

  • differences in how people interpreted his message

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