Social Studies 10-2 GO2 Unit Test PDF

**Social Studies 10-2** Living in a Globalizing World **General Outcome II Exam** **Please place all answers on the answer sheet provided. Answer all questions.** **Good luck!** 1. A. B. C. D. 2\. Which of the following is [not] a key part of historical globalization? A. B. C. D....

**Social Studies 10-2** Living in a Globalizing World **General Outcome II Exam** **Please place all answers on the answer sheet provided. Answer all questions.** **Good luck!** 1. A. B. C. D. 2\. Which of the following is [not] a key part of historical globalization? A. B. C. D. **Use the following image to answer the next question:**  3\. The Columbian Exchange is **best** known for increasing A. B. C. D. **Use the above diagram to answer the next two question:** 4\. A good title for the above picture will be A. B. C. D. 5\. Which form of globalization does the above picture represent A. B. C. D. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Travel along the Silk Road was dangerous. The terrain and climate along many stretches were extreme. Bandits preyed upon traders' caravans. Wars sometimes raged in the area and merchants could be inadvertently swept up in the conflicts. Despite all these risks, the Silk Road flourished as a trade route for over a thousand years. Why? The answer is simple. Money. The opportunity for profit was worth the risk. Silks and other exotic products from the Orient commanded a high price in Europe. At the other end of the road, oriental traders also could grow rich selling glass and other marvels brought from Europe. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 6\. According to the above source, the main motivation for the Silk Road was A. B. C. D. 7\. What is the outcome of the Silk Road? A. B. C. D. 8\. The term 'Imperialism' refers to A. B. C. D. **Use the above diagram to answer the next question:** 9\. Out of the four mentioned below, which European power controlled the most territory in the year 1913? A. B. C. D. 10\. The Scramble for Africa is defined as A. B. C. D. 11\. At the Berlin Conference of 1884-1885, European powers agreed to A. B. C. D. 12\. Eurocentrism refers to a belief that A. B. C. D. **Use the diagram to answer the following 3 questions:**  13\. The [best] title for the above diagram would be A. B. C. D. 14\. Who benefits the most from this arrangement A. B. C. D. 15\. If the above diagram were to be applied to Canada, the most significant good from the colonies would be A. B. C. D. 16\. During the 1600s, monarchs granted one individual or a single company the sole right to gather and trade in a particular product. This is called a(n): A. B. C. D. 17\. The Triangular Trade is the three-legged route that supported the following **EXCEPT:** A. B. C. D. 18\. The phrase "White Man's Burden" reflects that Europeans felt they had a duty to A. B. C. D. 19\. The 3Gs (Or three motivations for imperialism) refer to: A. B. C. D. 20\. According to the above cartoon, what is America engaging in? A. B. C. D. **Use the following information to answer the next question.** -------------------------------------------------------------------- 1\. Build an empire by conquering weaker states\ 2. Grant independence to former colonies\ 3. Acquire massive amounts of wealth and resources for themselves\ 4. Gain access to foreign markets where they could sell the goods. -------------------------------------------------------------------- 21\. Which of the points best describe the motivation of 19th century European imperialism and colonialism? a. b. c. d. **Use the following information in the textbox to answer the next two questions:** +-----------------------------------------------------------------------+ | Changes to Country X | | | | - - - | +-----------------------------------------------------------------------+ 22\. The above changes indicate that Country X is engaging in A. B. C. D. 23\. The most likely result for Country X will be that it will become A. B. C. D. +-----------------------------------------------------------------------+ | The period between 1750 and 1850 can be characterized by: | | | | 1. 2. 3. | +-----------------------------------------------------------------------+ 24\. What research question can be addressed by the information above? A. B. C. D. 25\. The rise of Capitalism can be attributed to A. B. C. D. ***Use the political cartoon to answer the following question.***  26\. What statement is the cartoonist making about cultural contact between Europeans and Indigenous cultures? A. B. C. D. **Estimated Indigenous Population of the Americas, 1492 and 1992** indigenous\_pop 27\. The research question that would be **most** helpful in understanding why the Indigenous population decreased in the Americas would be: A. B. C. D. 28\. Paternalistic is A. B. C. D. 29\. Indigenous reserves were A. B. C. D. **Use the following information to answer the next question:** +-----------------------------------------------------------------------+ | **Speaker A:** \"Even for those spared criminal abuse, the act of | | being removed from their family of origin and placed in these | | settings were traumatic to these children with the feelings of | | separation and culture shock that occurred.\" | | | | **Speaker B: **\"This population today has a very strong bias against | | a formal education.\" | | | | **Speaker C:** \"This population has experienced significant language | | loss, to the extent that the younger generation often lost the | | ability to communicate with their community, and even members of | | their own families. This communication barrier has also led to a loss | | of traditional culture and knowledge.\" | | | | **Speaker D:** \"This population faces significant social issues; | | family breakdown and dysfunction, and high levels of suicide and | | substance abuse. We do not have to look too deep into history to find | | a reason why the new generation of this population suffer from lack | | of leadership, lack of effective parenting and continue to struggle | | with depression and self-esteem issues.\" | +-----------------------------------------------------------------------+ 30\. The speakers above are discussing a contemporary Canadian issue which has its roots in the actions of the post-colonial Canadian government. The policy or practice of the Canadian government which has led to the series of effects indicated above was: A. B. C. D. 31\. Modern Indigenous societies struggle with issues around passing on and maintaining their cultural traditions and languages to younger generations. This is an example of A. B. C. D. **Use the following information to answer the next question:** +-----------------------------------------------------------------------+ | \"\...Our Indian legislation generally rests on the principle that | | the aborigines are to be kept in a condition of tutelage (protection | | of or authority over someone) and treated as wards or children of the | | state.\" - The 1876 Department of Indian Affairs Report | | | | Consequences of the Indian Act | | | | 1. 2. 3. | +-----------------------------------------------------------------------+ 32\. Based on the information above, the treatment of Indigenous People in Canada can be **BEST** described as A. B. C. D. 33\. The historical process of treaty-making between the Indigenous people and Europeans was unfair and unjust because of A. B. C. D. 34\. The Truth and Reconciliation Commission (TRC) and Royal Commission on Aboriginal People (RCAP) can be **best** understood as A. B. C. D. 35\. The purpose of the Truth and Reconciliation Commission is to A. B. C. D.