Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Activism
1. The Southern Christian Leadership Conference (SCLC) was organized to accomplish which
objective?
a) to replace the NAACP
b) to organize individual members
c) to organize civil rights campaigns
d) to assist southern, black ministers in getting into political office
2. What was the PRIMARY mission of the National Association for the Advancement of
Colored People (NAACP)?
a) to provide an education for all blacks
b) to improve upon and replace the SCLC
c) to encourage black ministers to run for political office
d) to provide a legal and political course against racial violence
3. How did the NAACP help end the lynching of blacks even though they could not get an antilynching law passed?
a) through publicity
b) through political compromise
c) through an executive order from President Calvin Coolidge
d) through executive influence from President Herbert Hoover
4. What did the Voting Rights Act of 1965 accomplish?
a) It established voting literacy tests.
b) It established new voting qualifications.
c) It removed various voting age restrictions.
d) It gave the federal government oversight powers over state voting laws.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Activism
5. What happened at the anti-war demonstrations that took place at Kent State University in May
of 1970?
a) Students shot and killed four members of the Ohio National Guard.
b) School administrators had four students charged and jailed.
c) Four students were killed by the Ohio National Guard.
d) Demonstrating students destroyed school property.
6. What did the SANE organization rally for?
a) the prevention of nuclear arms
b) the reduction of military troops
c) the reduction of military spending
d) the elimination of international military bases
7. Which tactics, used by anti-war activists in protesting the Vietnam War, were the MOST
significant and effective?
a) create civil disobedience
b) return draft cards to the draft board
c) evade and ignore required teach-ins
d) organize the ‘silent majority’ to carry out activist reforms
8. What was the outcome of the Equal Rights Amendment of 1972?
a) It never got out of Congress because of irreconcilable differences.
b) It was ratified by the states by the 1982 deadline.
c) It failed to be ratified by enough states.
d) It became law on March 22, 1972.
9. In the Roe v. Wade court case, the Supreme Court reversed a Texas law that __________.
a) banned women from a publicly funded military school
b) banned the distribution of birth control devices
c) banned women from military service
d) banned abortion
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Activism
10. Why did Betty Naomi Goldstein Friedan, a cofounder of the National Organization for
Women (NOW), lose support within the women’s movement?
a) She supported a California law to grant unpaid leave to women who were disabled by
pregnancy or childbirth.
b) She opposed the Women’s Strike for Equality demonstration.
c) She had a stormy relationship with the media.
d) She wrote the book “The Feminine Mystique.”
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Activism
ANSWER KEY
1. c 3. a 5. c 7. a 9. d
2. d 4. d 6. a 8. c 10. a
COMMON CORE STATE STANDARDS
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CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse formats
and media, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and
informational texts independently and proficiently.
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made, how they are introduced
and developed, and the connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literary
nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at
the high end of the grades 9–10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze
their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact and develop over the course of the
text.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Activism
COMMON CORE STATE STANDARDS (CONTINUED)
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CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a text (e.g.,
how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary
nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of grade 12, read and comprehend literary
nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10 text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are
used in a text, including analyzing how an author uses and refines the meaning of a key term
over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently.
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