Ch15 Test Questions & Answers Reordering The World 1750 1850

a.

Nationalism and democracy

b.

Absolutism and capitalism

c.

Nationalism and mercantilism

d.

Absolutism and socialism

a.

A nation’s goal is to maximize its economic efficiency.

b.

A nation equally represents all inhabitants within its territory.

c.

A nation is a people sharing a common culture, language, and history.

d.

A nation carries out a divinely sanctioned plan for its growth and development.

a.

The mercantile system did not support mining bullion in the Americas.

b.

The mercantile system promoted free trade between American colonies.

c.

The mercantile system kept people from sharing in the wealth that was circulating around the Atlantic world.

d.

The mercantile system decreased the power of kings and aristocrats.

a.

Britain’s North American colonies were impoverished and would not be able to prosper as long as Britain retained control.

b.

Many Amerindians turned to the American revolutionaries to help them resist the aggressive advances of the land-hungry British.

c.

King George III insisted that colonists help pay for Britain’s war with France and for the benefits of being subjects of the British Empire.

d.

North American colonists did not have local assemblies, which they required to be democratic.

a.

Women over 30 years old

b.

Former slaves who had a trade

c.

Amerindians who had fought with the colonists

d.

Propertied white men

a.

It led to the argument that everyone should pay the same amount in taxes.

b.

It encouraged people to overturn social hierarchies and stop deferring to those who claimed higher rank.

c.

It undermined the belief in the importance of private property.

d.

It led slave owners to use less force in controlling their slaves, eventually even freeing them.

a.

Liberty, equality, and fraternity

b.

Laissez-faire

c.

A social contract, binding both ruler and ruled

d.

Universal suffrage

a.

The Constitution

b.

The Bill of Rights

c.

The Declaration of Independence

d.

The Declaration of the Rights of Man and the Citizen

a.

Both introduced republican forms of government.

b.

Both granted political equality to all people.

c.

Both avoided written documents, preferring informal agreements on fundamental rights.

d.

Both emancipated slaves in their territories as part of the revolution.

a.

To improve the status of the French peasantry

b.

To levy new taxes in order to improve his credit

c.

To discuss new ways in which France could work against British interests

d.

To create a more egalitarian legal system in France

a.

A respect for the authority of other European leaders

b.

An increase in popular democracy

c.

A centralized, efficient administration

d.

A separate legal code for the French colonies and future conquests

a.

France sought to spark revolution in other countries, and the United States did not.

b.

The United States experienced an outpouring of retributive violence, and France did not.

c.

The United States swiftly built up its military, and France did not.

d.

French women successfully acquired a central role in its political sphere, and American women did not.

a.

They established the world’s largest army.

b.

They abolished religion in all forms.

c.

They created a legal system based on reforming criminals instead of punishing them.

d.

They declared France to be a constitutional monarchy.

a.

Nationalism was crushed once and for all, leaving Europe at the mercy of large, multiethnic states ruled by foreign monarchs.

b.

The huge French army defeated the Ottoman Empire and provided freedom for oppressed minorities in North Africa and the Middle East.

c.

The reforms of the French Revolution were totally wiped out after Napoleon’s defeat, and an absolutist monarchy was reinstituted.

d.

Europe was divided between those who wanted to restore the status quo and those who wanted to create a society based on individual rights and limited government.

a.

The American colonists wanted only economic freedom, but the people of Saint-Domingue were guided by Enlightenment ideas.

b.

Both revolutions ended in the abolition of slavery and the establishment of representative rule.

c.

The leaders of the American Revolution were primarily owners of property, but the leaders of Saint-Domingue were primarily slaves.

d.

Neither revolution was inspired by the Enlightenment.

a.

They feared that it might generate revolts among slaves or Amerindians.

b.

They feared that cooperation among the various colonies of the Spanish empire would undermine their positions of wealth and power.

c.

They feared that without a strong monarchy, the Catholic Church would gain too much influence.

d.

They feared that independence would lead peninsulares to return to Europe.

a.

It discouraged the revolutionaries in Latin America.

b.

President Thomas Jefferson refused to recognize the new nation, worried that its success might inspire similar revolts in the United States.

c.

Napoleon, having restored slavery in France, waged a successful war that restored French control and slavery on Saint-Domingue.

d.

After defeating the French in Saint-Domingue, the revolutionaries offered their assistance to those who wished to rebel in Brazil.

a.

He did not want Brazil to fall under Napoleon’s control.

b.

He feared an uprising among the local elites.

c.

Only a monarchy could organize a strong army to protect Brazil from invasion by Simón Bolívar.

d.

There was a rebellion among Amerindians in the Amazon region, but Portugal refused to send troops.

a.

Calls for redistribution of wealth and property among Amerindians and the poor

b.

Cooperation between creoles and peninsulares

c.

Loss of faith in the Spanish king’s ability to rule effectively

d.

Cooperation between Mexican and South American elites

a.

It was largely a revolt by Amerindians against poor treatment by the Spanish.

b.

It depended on support from the United States for its success.

c.

It was crushed by the colonial elite, who used their Spanish identity to justify their control.

d.

It became a social struggle among Amerindians, slaves, mestizos, and whites.

a.

Local military chieftains who formed alliances with land owners

b.

Simon Bolivar, who went on to found the federation of “Gran Colombia”

c.

Andean tribes, who were now free from the domination of the peninsulares

d.

Mestizos, who were able to take control of the new republics from the creole elites

a.

Plantation owners were swiftly convinced that free labor was more profitable than slave labor.

b.

The Haitian Revolution greatly discouraged the further importation of slaves.

c.

Britain refused to trade with countries utilizing slave labor.

d.

The anti-slavery movement effectively lobbied for bans on the slave trade.

a.

The Dutch persuaded the French and other European governments to prohibit the slave trade.

b.

The United States was the first North Atlantic power to prohibit the slave trade, and others followed its lead.

c.

Countries gradually prohibited the slave trade, and Britain posted a naval squadron off the coast of West Africa to prevent any slave trade north of the equator.

d.

European and American revolutionaries all agreed that free wage labor was inherently more productive than forced labor.

a.

Africans should stop using mercantilist forms of protectionism, and engage in free trade.

b.

Africans should only sell slaves to European traders who had been licensed by their home governments.

c.

Africans should begin to produce goods on an industrial scale for sale in the world market.

d.

Africans should sell raw materials instead of slaves, and buy manufactured goods from Europe.

a.

The global trade of luxury goods, such as silk and porcelain, profoundly changed the societies that produced them.

b.

People increasingly worked to produce goods they could sell in the global market instead of producing subsistence crops.

c.

Most goods were carried overland by railroad instead of by sea on sailing ships.

d.

The people in the agricultural hinterlands were largely unaffected by changing global markets.

a.

People no longer needed states to protect them from slave raiders.

b.

Former victims of the slave trade began to gain strength and attack their neighbors.

c.

Expertise in slave trading did not prepare states for success in plantation agriculture.

d.

Slavery increased within Africa to provide labor for commercial crops such as palm oil and cloves.

a.

Households were moved by revivalist preachers to work harder to avoid time for sinning.

b.

Because of changing climates, households had to work much longer hours to grow enough food.

c.

Because of competition with slave and other forms of forced labor, most households had to include their children in laboring to provide enough income to survive.

d.

Households gave up leisure time to produce more goods for the market in order to buy products produced elsewhere.

a.

Southeast Asia and the Indian Ocean trade network

b.

European Russia and Siberia

c.

Northwestern Europe and British North America

d.

Southern Europe and the Mediterranean

a.

It encouraged women to participate in creating new technology.

b.

It allowed merchants and industrialists to invest heavily in such inventions as steam power.

c.

It encouraged landowning nobility to grow crops for food for the working class population.

d.

It restricted access to rapidly expanding international and internal markets.

a.

The bourgeoisie

b.

The proletariat

c.

The nobility of the robe

d.

The yeomanry

a.

Tea, rum, and beef

b.

Coffee, chocolate, and vodka

c.

Coffee, tea, and sugar

d.

Tea, sugar, and turnips

a.

It went from a surplus to a deficit as Europeans scrambled to buy large amounts of raw materials from overseas.

b.

It went from a surplus to a deficit as the European bourgeoisie purchased new luxury goods from Asia.

c.

It went from a deficit to a surplus as Europeans sold manufactured goods around the world.

d.

It went from a deficit to a surplus as Europeans extracted nearly all their raw materials domestically.

a.

The cotton gin

b.

The water frame

c.

The printing press

d.

The steam engine

a.

The Qing did not foster experimentation or create links between thinkers and investors.

b.

The Qing put too much emphasis on overseas trade, draining capital needed to industrialize.

c.

The Qing believed that science was against the principles of Confucianism.

d.

The Qing passed protective tariffs to protect local merchants, which stifled trade and innovation.

a.

Cities offered more comfortable and modern housing.

b.

There was a growing demand for factory workers in the cities.

c.

Peasants wanted to avoid the rigid work discipline of the rural farms.

d.

Cities provided free public education to their residents.

a.

Europe became more powerful economically by exporting more goods than it imported.

b.

Europe pulled back from its earlier interest in overseas colonization.

c.

Europe became more dependent on other parts of the world for financial support.

d.

Europe became vulnerable to trade embargoes by Asian empires.

a.

He claimed that enlightened despotism was the most advanced form of government.

b.

He attempted to gain the loyalty of the people by abolishing serfdom.

c.

He expanded the secret police and enforced censorship.

d.

He bought the loyalty of the Decembrists with gifts of lands and titles.

a.

He used diplomacy, not the army, as the model for modern state-building.

b.

He sought the advice of the English to reform his government.

c.

He reduced spending on education, so that more time would be spent on agriculture.

d.

He deepened irrigation canals and constructed a series of dams across the Nile.

a.

Merchants refused to lend money to the Sultan to finance his reforms.

b.

Reforms relied too much on the personal whim of rulers.

c.

The clergy promoted change, but the military resisted it.

d.

Landowners could not hire enough labor to grow crops for export.

a.

Asian intellectuals’ influence on academia after they migrated to Britain

b.

British imperialists’ desire to understand their subject populations

c.

European intellectuals’ opposition to British Empire in Asia

d.

European colonizers’ discovery of forgotten Sanskrit and Persian texts

a.

India turned inward and abandoned the Indian Ocean trade in favor of internal trade.

b.

The East India Company retreated from Bengal, ending years of lucrative tax collection.

c.

The East India Company sponsored scholarship to encourage Indians to adopt a laissez-faire philosophy.

d.

India became an importer of British goods such as cotton textiles, and an exporter of raw materials.

a.

To continue the orientalists’ respect for India’s classical languages, philosophies, and cultures

b.

To increase education in science and engineering

c.

To create a class that was Indian in blood but English in taste and culture

d.

To end the exploitation of India’s rural people

a.

Qing peasants migrated to the large coastal cities to take part in trade; British agrarian labor moved to the interior of the island.

b.

Qing peasants were encouraged by the government to migrate westward to secure the frontiers; British agrarian labor moved to cities for factory jobs.

c.

British agrarian labor voluntarily moved to newly enclosed lands; the movement of Qing peasants was state-sponsored.

d.

British rural workers moved to work in more profitable agricultural jobs in Australia; the movement of Qing peasants was internal.

a.

The British acquired the right to trade at all Chinese ports.

b.

The British agreed not to export more opium to China.

c.

The Chinese ceded the island of Hong Kong to the British.

d.

The Chinese acquired the right to tax the opium being imported.

a.

Both criticize the hypocrisy of French claims to Egyptians and Haitians.

b.

Both accuse the French of being irreligious.

c.

Both call for their people to violently resist the French.

d.

Both recognize superior French scientific and industrial strength.