Deck 18: Revolutions of Industrialization, 1750-1914

Question 1

Refer to Map 18.2 in the textbook. Which country played a much more minor role in the second wave of European conquests in the long nineteenth century than it had played in the first wave during the sixteenth and seventeenth centuries?

A) Italy
B) Britain
C) Spain
D) Germany

Answer 1

Spain

Question 2

The board game featuring Africa in Source 18.1 depicts Europeans as

A) demons and spirits.
B) industrialists and merchants.
C) soldiers and hunters.
D) missionaries and explorers.

Answer 2

missionaries and explorers.

Question 3

How did the demands of the state and the market shape colonial labor in the nineteenth century?

Answer 3

Answer would ideally include:
•The state demanded unpaid labor on public projects (called statute labor in French Africa).
•The Congo Free State authorized the use of forced labor in the collection of rubber.
•The cultivation system in the Dutch East Indies required peasants to focus on growing cash crops at the expense of food production in order to meet state demands for taxes.
•Some farmers benefited from cash-crop agriculture due to high prices for their products in the international market (rice farmers in Burma, cacao growers in the Gold Coast).

Question 4

What kind of employment was available to migrants in the colonial world of the nineteenth century?

Question 5

How did the emphasis on cash-crop agriculture in European colonies affect African and Asian farmers?

A) It made them vulnerable to price fluctuations in the international market.
B) It encouraged them to join independence movements in Asia and Africa.
C) It was the impetus for industrial revolutions in the countryside of Asia and Africa.
D) It paved the way for successful farmers to gain political privileges and power.

Question 6

How was the British colonization of Australia and New Zealand during the nineteenth century similar to the earlier colonization of North America?

Question 7

Which of the following reflects a new element in European views of non-Europeans in the nineteenth century?

A) The idea that non-Europeans could assimilate into European society by Westernizing
B) The belief that the racial inferiority of non-Europeans could be scientifically proven
C) The portrayal of less technologically developed people as "noble savages"
D) The view of Europeans as Christians and non-Europeans as "heathen"

Question 8

Which image presents the most critical view of the European presence in Africa?

A) Source 18.1
B) Source 18.2
C) Source 18.3
D) Source 18.4

Question 9

In Source 18.4, what is the significance of the British and French soldiers toasting one another?

A) To expose the effect on African society of the rivalry between Britain and France in North Africa
B) To mark a temporary truce between Britain and France in their war to gain each other's colonies in North Africa
C) To show how the French and British collaborated to squash all signs of resistance in North Africa
D) To highlight the common interests of the British and French in punishing their colonial subjects in North Africa

Question 10

Which of the following highlights the relationship between imperialism and nationalism?

A) Views of Asians and Africans as "child races"
B) Views of Asia as the source of "civilization"
C) Colonies as symbols of "Great Power" status
D) Categorization of non-Europeans as "unfit" races

Question 11

What were the rationales used to justify Western imperialism in the nineteenth century?

Question 12

In what ways did the lives of women in Africa change with the arrival of colonial empires?

Question 13

In what ways did Africans shape Christianity in regions where it arrived with colonial powers in the nineteenth century?

Question 14

Why did some colonized people choose to support European colonial regimes?

Question 15

In the nineteenth century, European interest in expanding overseas markets was driven by a desire to

A) jump-start its industrialization.
B) sell surplus manufactured goods.
C) attract immigrant labor.
D) spread capitalism and democracy.

Question 16

In the image on the cover of the French publication in Source 18.2, what can be concluded about the Africans behind Jean-Baptiste Marchand?

A) They are rebels fighting against the French.
B) They are captured soldiers.
C) They are part of Marchand's forces.
D) They are part of the British forces.

Question 17

Which of the following gave Europeans an advantage in their encounters with people in Asia, Africa, and Oceania during the second half of the nineteenth century?

A) The rich supply of gold and diamonds in European countries
B) The unity and consensus among all the European states
C) European immunity to all the world's major diseases
D) European superiority in military organization and discipline

Question 18

How did race and gender define colonial relations in the nineteenth century?

Question 19

Which of the following reflects the effect of colonial rule in Africa on the lives of women?

A) Women were increasingly confined to the home in accordance with European norms.
B) Women lost their central role in producing food for their families and became dependent.
C) Women were barred from engaging in trade and were confined to domestic service.
D) Women of impoverished families became heads of household in the absence of men.

Question 20

What does the image of Cecil Rhodes in Source 18.3 suggest about his goals for Africa?

A) To expand the British empire from one end of Africa to the other
B) To promote transcontinental travel
C) To convert all Africans to Christianity
D) To transform Africa into a colonial market for British manufactured goods

Question 21

How did Charles Darwin's ideas on evolution influence Western imperialism?

A) They were used to criticize the use of force in colonial encounters.
B) They were used to argue for the assimilation of colonial populations.
C) They were used by colonized peoples to resist Western imperialism.
D) They were used to justify the displacement or destruction of "weak" races.

Question 22

In what respect were Ethiopia's and Siam's (Thailand) encounters with European imperialism in the long nineteenth century similar?

A) Both avoided the colonization to which their neighbors succumbed.
B) Both negotiated agreements to guarantee their independence.
C) Both became settler colonies of the Latin American countries.
D) Both became politically independent "neo-European" societies.

Question 23

Which of the following characterized the so-called scramble for Africa that led to the partition of nearly all of Africa among European colonial powers?

A) The lack of bloodshed and absence of force in the European takeover of most of Africa
B) The ease with which all decentralized societies succumbed to European colonial rule
C) The decimation of the existing population as a result of the diseases carried by Europeans
D) The peaceful negotiations among the competing European states over "who got what"

Question 24

Which of the following characterizes the responses of societies facing the threat of European colonial rule in the nineteenth century?

A) Accommodation for those who saw colonial rule as advantageous and resistance for those who viewed colonial rule as oppressive
B) Surrender to European military conquest by local rulers and widespread acquiescence to colonial policies by the population
C) Revolutions fueled by anti-imperialist sentiment, inspired by nationalist and communist ideologies, and led by the peasantry
D) Westernization, as seen in the universal conversion to Christianity and the indiscriminate adoption of all aspects of European culture

Question 25

Which of the following represents the imperialist actions of a country outside Europe?

A) Mexico's northward expansion into Canada
B) Japan's takeover of Taiwan and Korea
C) Australia's expansion into New Zealand
D) U.S. participation in the partitioning of Africa

Question 26

Which of the following expresses the relationship between the number of European settlers in colonies in Africa, Asia, and Oceania and the extent of racial segregation and discrimination in the imperialism of the nineteenth century?

A) Colonies with a large European settler population experienced the least racial discrimination and no racial segregation.
B) Colonies with a large European settler population experienced more racial discrimination and racial segregation.
C) Colonies with a small European settler population experienced more racial discrimination but no racial segregation.
D) Colonies with a small European settler population experienced no racism and were models of racial harmony.

Question 27

In the nineteenth century, Europeans and Americans viewed imperialism as

A) a "civilizing mission."
B) a "yellow peril."
C) a "detribalization."
D) an "African Reformation."

Question 28

European colonial rule in the nineteenth century generally depended on and reinforced the power of which segment of colonized societies?

A) The most nationalistic
B) The most radical
C) The most progressive
D) The most conservative

Question 29

Which of the following was a distinctive feature of European colonial rule in the nineteenth century?

A) The counting and classification of colonial populations
B) The appreciation and celebration of ethnic diversity
C) The assimilation of colonial subjects into European society
D) The treatment of Westernized colonial subjects as equals

Question 30

Which of the following is an example of resistance to colonial rule in the nineteenth century?

A) System of apartheid
B) Scientific racism
C) The Indian Rebellion
D) The Taiping Rebellion

Question 31

How did ways of working change in the parts of the world that came under European colonial rule in the nineteenth century?

A) More people worked on public projects for free.
B) More people engaged in blacksmithing and tanning.
C) Fewer people worked for wages as most were enslaved.
D) Fewer people sold what they produced for a cash income.

Question 32

What elements of the modernizing process did colonial rule convey on colonies?

A) Political systems based on Enlightenment models
B) Democratic values and civil society
C) Communication and transportation infrastructure
D) Discourses on nationalism and human rights

Question 33

Which of the following reflects a contradiction in Western imperialism in the nineteenth century?

A) The role of scientific racism in the classification of colonial populations
B) The masculinization of colonial rulers and the feminization of colonial subjects
C) The identification of certain segments of colonial society as "martial races"
D) European reluctance to encourage modernization in their colonies

Question 34

How were the colonial takeovers of India and Indonesia during the long nineteenth century similar?

A) Both were conquered by Britain.
B) Both were conquered by the Dutch.
C) In both, colonial conquest grew out of earlier interaction with European trading firms.
D) In both, colonial conquest was abrupt, deliberate, violent, and completed within 25 years.

Question 35

How did the spread of Western education affect colonial society?

A) It strengthened confidence in local gods and contributed to a cultural renaissance centered on "native" traditions.
B) It created a new class of elites who saw themselves as a modernizing vanguard in the regeneration of their societies.
C) It provoked a complete rejection of Western civilization and a return to traditional customs and practices.
D) It resulted in Europeans treating people in Africa, Asia, and Oceania as equal partners rather than as colonial subjects.

Question 36

What played a more important role in distinguishing rulers from their colonial subjects in the imperialism of the nineteenth century than in earlier instances of imperialism?

A) Race
B) Gender
C) Slavery
D) Political ideals

Question 37

The spread of Christianity in Africa was facilitated by its association with

A) export agriculture.
B) female circumcision.
C) modern education.
D) mass nationalism.

Question 38

The colonization of New Zealand and Australia during the nineteenth century was most similar to the colonization of

A) the Philippine Islands in the sixteenth century.
B) North America in the seventeenth century.
C) India in the eighteenth century.
D) China in the nineteenth century.

Question 39

Which of the following describes the model for social development preferred by Europeans for their colonies?

A) Democratic urban societies with an active civil society and nationalist ideology
B) Modern industrial societies headed by a Westernized, nationalist elite
C) Christian societies that embodied the ideals of social equality and justice
D) Traditional rural societies with their established authorities and social hierarchies

Question 40

Which of the following was a European colonial view that shaped the development of African identity in the nineteenth century?

A) The theory that humanity originated in Africa
B) The notion of an Africa divided into tribes
C) The belief in racial equality
D) The idea of a pan-African identity

Question 41

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
European rule of this state from 1865 to 1909 is typically held up as the worst abuse of Europe's second wave of colonization, resulting as it did in millions of deaths; the ruler at the time was king of Belgium.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 42

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
Process that occurred in non-Muslim Africa; many converts continued using protective charms and medicines and consulting local medicine men, and many continued to believe in their old gods and spirits.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 43

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
Emerged in the nineteenth century and increasingly used the prestige and apparatus of science to support European racial prejudices and preferences.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 44

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
The main beneficiaries in Asian and African lands colonized by Western powers; schooled in the imperial power's language and practices, they moved into their country's professional classes but ultimately led anticolonial movements as they grew discouraged by their inability to win equal status with the colonizers.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 45

Which of the following describes the effect of nineteenth-century imperialism on the societies of Pacific Oceania?

A) Subsistence farming as the basis of the Oceanic economy in order to counteract the negative effects of Western imperialism
B) Competitive annexations as Britain, France, Netherlands, Germany, the United States, and Australia claimed control of all the islands of Oceania
C) Export agriculture in cacao as the global demand for this product found only in Pacific Oceania reached unprecedented levels
D) Universal employment in European-owned businesses abroad as the domestic sector of the economy completely disappeared

Question 46

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
Massive uprising of much of India against British rule; also called the Indian Mutiny or the Sepoy Mutiny because it first broke out among Indian troops in British employ.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 47

In what ways did European states exploit their colonies, and in what ways did colonial rule benefit colonial populations?

Question 48

Which of the following resulted from the employment of colonial subjects in European-owned plantations, mines, construction projects, and businesses?

A) Migration of colonial subjects to work sites overseas
B) Resurgence of the slave trade in Africa and Asia
C) Decrease in racial discrimination and segregation
D) Normalcy and stability for colonial subjects

Question 49

Which of the following was a consequence of nineteenth-century European imperialism on colonized societies?

A) The incorporation of colonial populations into European society on a basis of equality
B) The ending of poverty and exploitation in areas where colonial rule was the strongest
C) The integration of colonial economies into a global network of exchange centered in Europe
D) The industrialization of most of Asia and Africa by the end of the nineteenth century

Question 50

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
Production, often on a large scale, for sale in the market rather than for consumption by the farmers themselves.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 51

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
Name used for the process of the European countries' partition of this continent among themselves in the period 1875-1900.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 52

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
Prominent West African scholar and political leader (1832-1912) who argued that each civilization, including that of Africa, has its own unique contribution to make to the world.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 53

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
System of forced labor used in the Netherlands East Indies in the nineteenth century; peasants were required to cultivate at least 20 percent of their land in cash crops, such as sugar or coffee, for sale at low and fixed prices to government contractors, who then earned enormous profits from further sale of the crops.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 54

Personal Reflection: Do you believe that the Industrial Revolution was the key to Western Europe's growing importance during the nineteenth century, or do you believe that Europe would have exerted a similar level of influence in any case because of the developments of the early modern period?

Question 55

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
Leading religious figure of nineteenth-century India (1863-1902); advocate of a revived Hinduism and its mission to reach out to the spiritually impoverished West.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 56

Use the following to answer questions:
Select the word or phrase from the Terms section that best matches the definition or example provided in the Definitions section.
Terms
A member of the Gikuyu people of East Africa (1910-?), she witnessed almost the entire twentieth century experiencing British colonialism, the coming of Christianity, the Mau Mau rebellion, the independence of Kenya in 1963, and the challenges of modernization that followed.

A)European racism
B)scramble for Africa
C)Indian Rebellion, 1857-1858
D)Congo Free State/Leopold II
E)cultivation system
F)cash-crop agriculture
G)Wanjiku
H)Western-educated elite
I)Africanization of Christianity
J)Swami Vivekananda
K)Edward Blyden

Question 57

How did European imperialism affect the societies that experienced colonial rule in the nineteenth century?