Ch.16 Alternative Visions Of The Nineteenth + Exam Questions

a.

Mercantilism

b.

Government by and for property-holding citizens

c.

The emergence of international law

d.

Monarchical absolutism

a.

Their dislike of capitalism and colonialism

b.

Their embrace of Enlightenment ideals and European technology

c.

The level of bureaucratic organization within their own societies

d.

The support they received from outside sources such as foreign missionaries

a.

Abolishing slavery in all Muslim lands

b.

Making alliances between Islam and other religious traditions

c.

Increasing the Islamic presence in world markets

d.

Establishing new religiously-based governments in lands already under Muslim control

a.

People who believed their current version of Islam was too restrictive and needed to compromise with local cultural traditions

b.

People who felt threatened by new commercial activities and the increasing pace of intellectual change

c.

People who belonged to Sufi sects and devoted themselves to Muslim saints

d.

People who supported the power of the Ottoman Empire in the Arabian Peninsula

a.

The Napoleonic Empire

b.

The Ottoman Empire

c.

The House of Saud

d.

The British Empire

a.

The presence of multiple Islamic empires such as the Mughals and the Ottomans

b.

The tendency of some Muslims to experiment with European ideas and technologies

c.

Polytheistic beliefs that had taken root among some Muslims

d.

Debates among representatives of different religions at the Mughal court

a.

His military prowess

b.

His anti-European geopolitical vision

c.

His religious and scholarly credibility

d.

His artful display of wealth

a.

Ruling elites

b.

Fulani tribespeople

c.

Igbo merchants

d.

Hausa women

a.

The rejection of the corrupting power of wealth in the established Islamic empires

b.

The similarities between Islam and other Abrahamic religions

c.

The life of Muhammad and early Islamic practices

d.

The connections that had emerged between Islam and regional religious traditions

a.

Larger states were better equipped to compete for limited land and resources.

b.

Larger states were more efficient at gathering goods for trade with Europeans, and benefited from European technologies.

c.

Larger states were better at utilizing agricultural land, allowing them to relieve population pressure more effectively than smaller settlements.

d.

Larger states were able to experiment with new leadership styles, ending their dependence on traditional forms of political order.

a.

Outbreaks of epidemic disease that depleted the population

b.

The introduction of opium by the British

c.

Overpopulation that strained the region’s resource base

d.

Islamic reform movements challenging existing rulers

a.

It changed from a minority religion to the majority religion in the region.

b.

It changed from an urban religion to the religion of rural pastoralists.

c.

It changed from a polytheistic religion to a monotheistic religion.

d.

It changed from a warlike religion to a peaceful religion.

a.

Both used cavalry and archers as the core of their military forces.

b.

Both had the ability to incorporate defeated communities into the state.

c.

Both were known for their ability to tolerate challenges from within their state.

d.

Both came from peasant roots, rising to positions of authority based on their prowess as warriors.

a.

Confucian codes of administration

b.

Rejection of outside influences as inferior to Chinese ideas

c.

Millenarian peasant revolts

d.

Violent uprisings by members of ethnic minority groups

a.

Millenarian revolts were often led by scholars.

b.

Millenarian movements were inspired by Confucian, not Daoist, ideals.

c.

Millenarian movements were supported by militias raised by the gentry.

d.

Millenarian revolts often had women in leadership roles.

a.

Decreasing opium consumption

b.

Declining involvement in foreign trade

c.

Pressure from a growing population

d.

Increased standards of living among the peasantry

a.

an administrative prodigy who could reform Qing governance.

b.

the heir to the tradition of Muhammad.

c.

a representative leader of the Chinese peasantry.

d.

Jesus’s younger brother sent to rid the world of evil.

a.

They all proposed a return to the ways of traditional Islam.

b.

They all sought to restore lost harmony and perceived the present world as unjust.

c.

They all rejected foreign religious ideas.

d.

They all believed that lack of harmony was caused by foreign rule.

a.

It failed to attract strong support from the peasants.

b.

It received support from Western powers, which alienated the majority of the Chinese people.

c.

It failed to attract strong support from the landed gentry and other elite groups.

d.

Its followers were mainly Manchus, alienating the Han Chinese majority.

a.

Women played important roles in the Taiping Rebellion.

b.

Hong fused foreign and domestic traditions to pursue his aims.

c.

Hong mobilized a rural base of support.

d.

Hong insisted on a strict code of conduct for his followers.

a.

In terms of shared economic interests

b.

In terms of adherence to the same religion

c.

In terms of a common language, culture, and history

d.

In terms of shared family relationships

a.

Returning to prerevolutionary patterns of political and economic authority

b.

Supporting individuals’ right to speak, think, and act as they chose

c.

Exporting European innovations to other parts of the world

d.

Continuing to pursue political reforms without attempting economic reforms

a.

Popular sovereignty

b.

Return to the status quo

c.

Constitutional monarchy

d.

Abolishing private property

a.

Secularization of the state

b.

Curtailment of royal privileges

c.

Rejection of change

d.

Reversal of the beginnings of industrialization

a.

The middle class and the landless peasants

b.

The liberal aristocracy and the commercial middle class

c.

The landed aristocracy and financiers

d.

The clergy and rural workers

a.

Nationalist goals led to class warfare.

b.

Nationalist goals conflicted with economic modernization.

c.

The nationalist goals of different groups proved incompatible with one another.

d.

The nationalist goals of the nineteenth century limited twentieth-century cultural and literary experimentation.

a.

Greek

b.

Polish

c.

Italian

d.

German

a.

All members would work at diverse tasks, for short periods of time.

b.

All members would receive the same pay for their work.

c.

All members would learn how to do all of the necessary tasks to keep the phalanx running.

d.

All members would do what they could, and take what they needed from the community.

a.

Creating land charters to protect the property rights of small farmers

b.

Creating charters outlining the rights of workers in mines and mills

c.

The eight-hour day, weekends off, and safer working conditions in factories

d.

Annual parliamentary elections, universal male suffrage, and the secret ballot

a.

He believed that in the interest of harmony, everyone had to work.

b.

He believed that all work was ennobling, and the young should be taught this at an early age.

c.

He believed that adolescents would move on to better jobs after they had proved themselves.

d.

He believed that adolescents liked to muck about in filth.

a.

Women longed for a way to address the social problems of poverty, prostitution, and the exploitation of workers.

b.

Women were captivated by Fourier’s charismatic speaking style.

c.

Women were pleased to see the unpleasant jobs spread around to all groups instead of being consigned to women.

d.

Women longed for a way to return to an idealized country life.

a.

Because their arguments were based in statistical analysis

b.

Because their inspiration came from Newton’s grand synthesis of knowledge, the Principia

c.

Because their arguments were rooted in a materialist view of history

d.

Because all of their statements had been verified through experimentation

a.

A victory by the bourgeoisie that would reduce the proletariat to slavery

b.

A victory by the bourgeoisie that would result in the reinforcement of capitalism and private property, and things would stay as they were

c.

A victory by the proletariat that would lead to the return of an idealized form of feudalism

d.

A victory by the proletariat that would result in the destruction of capitalism, the end of private property, and the eventual withering away of the state

a.

They shared a desire for independent nations and to overthrow the existing elites.

b.

They shared a belief in the triumph of the proletariat.

c.

The groups were all middle class, such as doctors, university professors and students, and lawyers.

d.

The groups were all working class, such as artisans, printers, and peasants.

a.

The 1848 revolutions were based on the utopian socialism of Fourier.

b.

The 1848 revolutions only took place in rural contexts.

c.

The 1848 revolutions had participants from various classes.

d.

The 1848 revolutions called for the dissolution of nation-states.

a.

A rejection of traditional cultural and political resources

b.

Nonviolent resistance against colonial power

c.

The use of prophecy and charismatic leadership

d.

Reliance on Christian traditions taught by missionaries

a.

Both drew on native as well as Muslim traditions in their preaching.

b.

Both led rebellions that were ultimately successful.

c.

Both had religious visions and embraced a strict moral code.

d.

Both used western astronomy to prove their personal powers.

a.

That men rather than women take over farming

b.

That they commit to communal life, similar to Fourier’s phalanxes

c.

That men move to urban areas and take jobs for cash payments

d.

That they abandon their native language

a.

Officials feared that Tecumseh’s support of the ghost dance would draw away workers for American farms.

b.

Officials feared that Tecumseh’s large army would be able to attack Washington, D.C. and other eastern cities.

c.

Officials feared that Christians would begin to convert to the visionary future preached by Tecumseh and Tenskwatawa.

d.

Officials feared that Tecumseh’s attempt to create a confederation of Native American tribes could lead to a nation comparable to that of the Aztecs.

a.

Both the British and the French slaughtered large numbers of Native Americans in the conflict.

b.

The Shawnee migrated to Canada, leaving the lands south of the Great Lakes free of Native American tribes.

c.

The British withdrew their support from south of the Great Lakes, leaving the Shawnee at the mercy of land-hungry American settlers.

d.

Other tribes west of the Mississippi who had sided with the Americans supported the removal of the eastern tribes.

a.

A stronger missionary presence meant that more Mayans converted to Christianity.

b.

The Mayans escaped forced labor recruitment and social disruption because their territory lacked minerals or fertile land.

c.

Conflict between the Spanish and the Portuguese meant that more Mayans were killed in war.

d.

The Mayans were less able to participate in trade than other Mexican natives because they lacked port cities.

a.

Debt peonage forced fathers and sons to work for low wages on sugar plantations.

b.

The imposition of the new caste of “Indians” meant Mayans had few political rights and could be forced into plantation servitude.

c.

Mexicans lured Mayans with promises of teaching them new agricultural techniques that would enrich Mayan villages.

d.

Mayans were forced to work on plantations to free their wives and children who had been taken hostage by the plantation owners.

a.

They wanted complete cultural autonomy.

b.

They wanted political independence.

c.

They wanted to retain the right to own their land individually.

d.

They wanted political equality with other Mexicans.

a.

Both the Mayans and the Chinese were driven by hunger to surrender to work on plantations.

b.

Both the Mayans and the Chinese were led by ruling elites who sympathized with the plight of the peasants.

c.

Both the Mayans and the Chinese followed visionaries who formed alternative religions that combined Christian beliefs, symbols, and rituals with traditional beliefs and legends.

d.

Both the Mayans and the Chinese were able to create enduring semiautonomous states within the larger nation.

a.

It ceded its control of India to the British crown.

b.

It annexed more land and stripped native aristocrats of their privileges.

c.

It encouraged the Mughal emperor to rule as an absolute monarch.

d.

It banned the practice of the Hindu religion in India.

a.

British reprisals against peasants who refused to pay their taxes

b.

The British East India Company issuing IOUs to soldiers in lieu of their salaries

c.

A rumor that cow and pig fat had been used to grease the cartridges used in soldiers’ rifles

d.

A rumor that the food provided by the British East India Company violated soldiers’ religious beliefs

a.

Peasants attacked Hindu princes who were seen as capitulating to Mughal rulers.

b.

Peasants followed traditional leaders only, not those who had training under the British.

c.

Peasants attempted to overthrow the Mughal dynasty because it had betrayed the Islamic faith.

d.

Peasants attacked both Indian and British people and places that represented their oppression.

a.

The British bribed rebel leaders to stop the uprising.

b.

The British responded brutally; villages were destroyed and leaders were tied to cannons and executed.

c.

The British expended a great deal of effort to preserve Indian lives and property to avoid alienating the population.

d.

As a gesture of goodwill, the British returned the land that they had previously annexed.

a.

The British began to use railroads, roads, and telegraph lines to link the region together.

b.

India came under the British crown’s direct control.

c.

The British stopped allowing Indians to serve in the British army.

d.

The British restored control of cotton manufacturing to India.

a.

The relations between classes are less violent in this period.

b.

The relations between classes in this period are simplified.

c.

Society encounters fewer economic crises in this period.

d.

There is less likelihood of revolution during this period.