Unit 6 Test Review: Consequences of Industrialization

Here is the converted text from the images into a markdown format. # Unit 6 Test Review: Consequences of Industrialization 1. There are several questions from "British in India" and "Imperialism Tasks" such as: * How the East India Company changed after 1750 * How China differed from...

Here is the converted text from the images into a markdown format. # Unit 6 Test Review: Consequences of Industrialization 1. There are several questions from "British in India" and "Imperialism Tasks" such as: * How the East India Company changed after 1750 * How China differed from India in 1800 * Causes and Effects of the Opium Wars * Examples of colonial settler societies * Industrial countries that expanded into neighboring territory * Technologies that aided European imperialism * General understanding of what European countries controlled what– British in India, French in Indochina, etc., Japan in Korea and Taiwan, etc. 2. There are several questions from the "DBQ: Attitudes Driving Imperialism" reading and the Scramble for Africa activity including: * Causes * Effects * African Resistance * The significance of the Berlin Conference, 1884-1885 * European countries involved and a general understanding of the territory they controlled. * Who controlled the most territory? Who controlled most of the Sahara Desert and West Africa? * Motives driving European imperialism * Several of the DBQ: Attitudes Driving Imperialism Documents show up on the test 3. What are examples of resistance and reform to western aggression? * What examples were inspired by religion? * What examples were the biggest failures (in terms of resisting western aggression)? * What examples had the most success (in terms of resisting western aggression)? * What caused reform to fail in the Ottoman Empire and the Qing Dynasty 4. Nationalism: What factors drive nationalism? What are examples of nations that were strengthened by nationalism? What is an example of a nation ripped apart by nationalism? 5. Migration: Why do people migrate? What are the common push and pull factors? Where did Italians go and why? How did immigrants adapt to life in their new countries? How did their new countries treat them? "Take up the White Man's burden Send forth the best ye breed– Go send your sons to exile To serve your captives' need To wait in heavy harness On fluttered folk and wild– Your new-caught, sullen peoples, Half devil and half child. Take up the White Man's burden In patience to abide To veil the threat of terror And check the show of pride; By open speech and simple An hundred times made plain To seek another's profit And work another's gain" Rudyard Kipling, British novelist and poet, "White Man's Burden," 1899 1. The description of the captives referred to in the poem is best understood in the context of which of the following? (A) Emerging racial ideologies (B) Growing nationalism (C) The increase in slavery (D) The spread of Enlightenment ideas 2. Imperial powers would most likely use ideas similar to those in the poem for which of the following purposes? (A) To criticize the actions of other imperial powers (B) To support the use of diplomacy in international affairs (C) To justify their actions with regard to indigenous populations (D) To explain capitalist economic policies 3. The attitude toward colonists reflected in the poem would result in which of the following reactions by conquered peoples? (A) Anti-imperial resistance movements (B) Cooperation with imperializing powers (C) A decline in nationalist feelings (D) Abolitionist movements The image shows a portrait of the Emperor Meiji in 1888. The image shows negotiations among the Japanese, Chinese, and Koreans, Yosai (Watanabe) Nobukazu, 1894. The caption describes it as a Japanese print showing negotiations between the Japanese (on the left), Chinese (on the right), and Koreans (behind the table) to end the Sino-Japanese War, 1894. 7. Image 1 best reflects which of the following processes? (A) The use of the Japanese emperor as a figurehead by European imperial powers (B) The blending of traditional Japanese and Western clothing styles and furnishings (C) The implementation of centralized rule for the first time in Japanese history (D) The adoption of Western cultural elements as a result of increased interactions 8. Image 2 best illustrates which of the following developments? (A) The rapid industrialization and imperialism of Japan (B) The interference of European powers in East Asian affairs (C) The creation of an alliance between Japan and China (D) The conquest of China by a modernized Japanese military The image labeled as "Source 1" shows "FIVE BOYS AT NEW YEAR CELEBRATION, CHINATOWN, NEW YORK CITY, 1911". "Is this Chinese immigration desirable? I think not; and, contrary to the expressed opinions of many of the public prints throughout the country, contend that it ought not to be encouraged. It is not desirable, because it is not useful; or, if useful at all, it is so only to themselves–not to us. No reciprocal or mutual benefits are conferred. In what capacity do they contribute to the advancement of American interests? Are they engaged in anything that adds to the general wealth and importance of the country?... Under the existing laws of our government, they, as well as all other foreigners, are permitted to work the mines in California as long as they please, and as much as they please, without paying anything for the privilege, except a small tax to the States.... The Chinese are more objectionable than other foreigners, because they refuse to have dealing or intercourse with us; consequently, there is no chance of making any thing of them, either in the way of trade or labor. They are ready to take all they can from us, but are not willing to give anything in return." Hinton Rowan Helper, American author, The Land of Gold, 1855 1. Source 1 best illustrates which of the following developments? (A) The tendency of migrants to completely retain their native cultural traditions in new lands (B) The formation of ethnic enclaves that facilitated the development of migrant support networks (C) The creation of syncretic belief systems as a result of new contacts resulting from migration (D) The universal assimilation of the children of immigrants into the countries they were born in 2. Attitudes such as the one expressed in Source 2 contributed most directly to which of the following in states receiving immigrants? (A) The banning of interregional travel in order to prevent migrants from entering the state (B) The development of ideologies such as Social Darwinism to facilitate assimilation of migrants (C) Policies enacted that required migrants to adopt the language and religion of the state (D) Attempts by states to regulate the increased flow of people across their borders 3. Which of the following most directly contributed to the demand for labor described in Source 2? (A) Increased demand for specialized professionals as a result of industrialization (B) The decline in population due to more effective forms of birth control (C) The development of new technologies due to industrialization (D) Increased agricultural production led to population growth "The religion of the Hindoos, who form a great part of the natives of India, teaches many things which seem very strange to Englishmen. Among other things they are taught that they will be defiled if they eat any part of a cow. By this defilement they will meet with much contempt from their fellows, and will suffer much after their death in another world. The bulk of the army in India was composed of Hindoos, and it happened that an improved rifle had lately been invented for the use of the soldiers, and that the cartridges used in this rifle required to be greased, in order that they might be rammed down easily into the barrel. The men believed that the grease used was made of the fat of cows, though this was not really the case. There was, therefore, much suspicion and angry feeling among the native soldiers, and when ignorant men are suspicious and angry they are apt to break out into deeds of unreasoning fury. The danger was the greater because a great many of the native princes were also discontented. These princes governed states scattered about over India, though they were not allowed to make war with one another. Many of them had governed very badly, had ruined their subjects by hard taxation, and had spent the money they thus obtained in vicious and riotous living. The English Government in India had interfered with some of these, and had dethroned them, annexing their territories to its own, and ruling the people who had been their subjects by means of its own officers. The consequence was that some of the princes who had been left in possession of authority thought that their turn would come next, and that they too would be dethroned before long. These men were therefore ready to help against the English, if they thought that they had a chance of succeeding." Gardiner's English History for Schools, account of the Indian Revolt of 1857, found in an English textbook edited for American students, 1881 1. The actions of Indian princes described in the passage are best seen as evidence of which of the following? (A) The cooperation between native rulers and colonial authorities (B) The stable positions of colonial governors as a result of imperial policies (C) The rise of anticolonial movements due to questions about political authority (D) The economic benefits of cooperation with imperial governments 2. The anger of Indian soldiers described in the passage resulted from which of the following? (A) Legislation enacted by the British to suppress India's agricultural production (B) British attitudes of superiority and lack of respect for native religious traditions. (C) Policies which forced natives to adopt Christianity and abandon traditional belief systems (D) Enlightenment ideas incorporated into colonial governments 3. The presence of the British government in India was the result of which of the following broader historical developments in the period 1750-1900 C.E.? (A) States with existing colonies strengthened their control over those colonies. (B) Maritime reconnaissance in the Indian Ocean basin led to the establishment of trading posts. (C) In some parts of their empires, Europeans established settler colonies. (D) Industrializing powers practiced economic imperialism and neocolonialism in some areas. 4. Which of the following views would be most useful in evaluating the accuracy of the textbook's account of the Sepoy Mutiny? (A) An account by a British historian writing around the same time as the textbook was published (B) An account by a British historian writing in 1857 (C) An account by an Indian historian writing around the same time as the textbook was published (D) An account by an Indian historian writing in 1857 **Answers:** * 1, A * 2, C * 3, A * 7, D * 8, A * 12, D * 13, D * 14, C * 15, C * 16, B * 17, A * 18, D