Mod 24 MCQ Quiz
Quiz by Hannah Tapp Thomas
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- Q1
Imagine a grandchild of Chinese immigrants to the United States, who today speaks only a few words of Chinese and does not want to connect to her Chinese heritage. While the child’s grand-parents are still deeply connected to an ethnic community and her parents are still somewhat connected, the grandchild has mostly non-Asian friends and avoids cultural connections that her grandparents encourage. This family has experi-enced the process of
acculturation
globalization
acclimatization
homogenization
assimilation
300s - Q2
Migrants to the United States often keep their food traditions and language at home but begin to learn English for interactions at work and school. This reflects the process of
acculturation
globalization
acclimatization
homogenization
assimilation
300s - Q3
Many religions, when they expand into a new region, begin to incorporate some of the elements of the previous religious customs of the new adher-ents. This process is called
globalization
syncretism
acculturation
assimilation
conversion
120s - Q4
Globalization and modernization have accelerated changing cultural patterns. What is a result of these changes?
Most indigenous societies leverage modern technologies to reassert cultural strength beyond their homeland.
The movement and rapid cultural changes leave most societies more multicultural and intermixed than before.
As the Internet has created larger communi-ties, the differences between societies have created less cultural difference globally.
Economic and political processes have minimal impacts on global cultural patterns.
Environmental change is occurring on a global scale, and consensus on how to act has created a tighter global community.
300s - Q5
Which scenario best explains the process of assimilation?
A family immigrates to a new country, settles near others from their homeland, and conducts most of their day-to-day activities within their ethnic neighborhood.
Despite the large number of historic churches in France, many French identify as nonreligious and believe that religion is a private matter.
The island of Mauritius has large populations of Christians, Hindus, and Muslims. The constitution of Mauritius prohibits discrimination and protects freedom of religion.
The American government educated Native American children in American-style boarding schools. All of the children were taught English, and girls were taught how to be homemakers.
Hinduism diffused from India to Bali, where it blended with traditional Balinese beliefs to create a form of Hinduism unique to Bali.
300s - Q6
As Buddhism diffused through East Asia, Buddhist traditions blended with local cultural customs to create distinct religious practices, such as Daoism in China and Shinto in Japan. Which of the following terms best describes this blending of cultural traditions?
Assimilation
Acculturation
Possibilism
Multiculturalism
Syncretism
300s - Q7
Which of the following best explains how immigration affects the cultural landscape of religion?
Immigrants often retain their religion during the process of acculturation, contributing to religious diversity within the cultural landscape of the receiving country.
Immigrant communities fuse their own religion with the dominant religion in the receiving country to create a syncretic religion.
Ethnic religions do not diffuse past their hearth, so immigrants must adopt a new religion when relocating to a new country.
Immigrants bring their religion with them when they relocate, and their religion quickly spreads to the overwhelming majority of citizens in the receiving country.
Immigrants’ original religions disappear as immigrants fully assimilate into their new culture and adopt the dominant religion of the area.
300s - Q8
Which of the following best explains the practice of placing indigenous children in boarding schools in the late nineteenth and early twentieth centuries?
The schools were intended to promote multiculturalism by introducing European culture to indigenous youth.
Many schools appropriated indigenous culture by using tribal names for sports teams.
The schools represented a traditional cultural trait of many indigenous societies.
The schools were intended to blend indigenous and European cultures through syncretism.
The schools were intended to diffuse Christianity and assimilate indigenous youth into European culture.
300s