Nations And Empires 1850 1914 Chapter 17 Test Bank Docx

a.

Making links with the working class through expanded suffrage

b.

Broadening public education in the national language

c.

Creating local parliaments so that everyone had a say in government

d.

Encouraging the preservation of local literature and folk tales

a.

The political boundaries of a nation should reflect people’s shared past, culture, and tradition.

b.

People should be politically divided based on their religious beliefs and practices, with one state for each religion.

c.

Workers need to abandon local identities in order to band together and focus on overthrowing capitalism, their shared enemy.

d.

All people are equally prepared for self-government and political autonomy.

a.

Imperialism allowed new nation-states to compete with large, established empires like Austria-Hungary and the Ottoman Empire.

b.

The conquest of new territories was seen as a measure of a nation-state’s strength.

c.

Imperial possessions provided more people who could potentially become members of the nation.

d.

Empires allowed nation-states to compensate for their lack of up-to-date industrial technology.

a.

Enlightenment ideas

b.

New diseases

c.

Vernacular literature

d.

Capital

a.

They appealed to common law and demanded that the British respect U.S. expansion into Canadian territory.

b.

They justified their expansion under the concept of enlightened self-interest.

c.

They claimed that their expansion across the North American continent was God’s will.

d.

They justified their continental expansion by walking softly and carrying a big stick.

a.

American nation-states allowed conquered peoples autonomy and the right to determine the fate of their territorial possessions.

b.

American nation-states turned these territories into new provinces by sending settlers to the hinterlands.

c.

American nation-states incorporated Indian landholdings into the nation economically, but kept them distinct politically and socially.

d.

American nation-states treated conquered areas as colonial outposts.

a.

Colonies were viewed as valuable sources of new technological and scientific information.

b.

The mother countries drafted colonists to increase the size of their armies for European military campaigns.

c.

Colonies were seen as subordinate to their mother countries, often with no representation in their governments.

d.

The mother countries refused to educate their colonial subjects.

a.

Its sense of national identity, and the strength of the national government, grew stronger.

b.

Its sense of national identity grew weaker, since serious unresolved regional differences continued to exist.

c.

Its identity as a major agricultural exporter grew to be equal to that of Germany or of Great Britain.

d.

Its identity as a multiethnic state grew stronger.

a.

It encouraged settlers to move to the hinterlands with promises of cheap land for homesteading.

b.

It enticed farmers to move west by guaranteeing them profits from producing farm goods to meet American consumers’ insatiable demands.

c.

It recruited territorial residents into its new national army.

d.

It encouraged exploration and development of mineral resources.

a.

A national commercial bank

b.

The restoration of the silver standard

c.

The limited-liability, joint-stock company

d.

Free trade with European empires

a.

The fear that French Canadians would dominate Canada’s policymaking

b.

The fear that Britain would reassert more control over Canadian affairs

c.

The fear that the United States would annex Canadian territory

d.

The fear that Canadians would immigrate en masse to the United States

a.

Many western Canadians wished to unite with Alaska.

b.

There were sharp cultural divisions between French- and English-speaking Canadians.

c.

Canada depended on immigrants to settle its western territories.

d.

Canada had bloody conflicts with indigenous peoples, just like the United States.

a.

Canadians acknowledged the legitimacy of native cultural traditions.

b.

Canadians wished to make a quick profit by displacing the Amerindians.

c.

Canadians maintained their French colonial tradition of cooperation with the Amerindians.

d.

Canadians wished to avoid bloodshed and conflict with indigenous peoples that might drive off settlers.

a.

There were fewer immigrants to Latin America, so old colonial elites had no challengers.

b.

Large estate holders in Latin America controlled far more of the richest lands to produce export crops.

c.

There were fewer Amerindian and peasant uprisings in Latin America, and fewer challenges to the ruling elites.

d.

The threat of revolts in the homesteader frontiers in Latin America created the need for stronger central government.

a.

Increased production outside of Brazil led to more competition and lowered prices.

b.

Rain forest land was damaged by cattle grazing and wildfires.

c.

Hostile Amerindians attacked rubber plantations and convoys.

d.

The expense of building the Manaus Opera House bankrupted many elites.

a.

The revival of religious faith

b.

The expansion of literacy and the periodical press

c.

An end to regional warfare

d.

The clergy’s support

a.

Monarchs felt that allegiance to them should determine national boundaries.

b.

Multiethnic land empires collapsed.

c.

There was no agreement as to who “the people” should be.

d.

Each side in military conflicts tried to gain control of as many people as possible.

a.

Prussia’s relationship with Brandenburg

b.

Russia’s relationship with Siberia

c.

Great Britain’s relationship with Ireland

d.

Piedmont-Sardinia’s relationship with Tuscany

a.

A nation was composed of everyone who participated in economic production.

b.

A nation was composed of those willing to fight and die for it.

c.

A nation was composed of everyone whose ancestors had followed the same king.

d.

A nation was composed of kings, clergymen, and nobles.

a.

Both were liberal prime ministers who exploited national sentiment to promote unification.

b.

Both were popular newspaper publishers who promoted nationalism.

c.

Both were popular newspaper publishers who opposed national unification.

d.

Both were conservative prime ministers who exploited liberal national sentiment to promote unification.

a.

States which became homogenous democracies

b.

States with persistent internal divisions and centralized power wielded by their monarchs

c.

States in which constitutional monarchs ruled in conjunction with strong Parliaments

d.

States in which economic development benefited people throughout society

a.

By forcing it to define who was an Austrian

b.

By eroding the loyalty of its peasant population

c.

By encouraging Hungarians to press for autonomy

d.

By encouraging the emperor to foster a more democratic government

a.

It encouraged the French to unify around their antipathy toward the Germans.

b.

It encouraged the French to end class struggles.

c.

It encouraged the French to support and promote their national literature and language.

d.

It encouraged the argument that national identity was more important than class identity for the French.

a.

Anti-colonial sentiment toward imperial policy in South and East Asia

b.

Grievances against England’s laissez-faire response to the 1840s Famine

c.

Solidarity with the Scottish independence movement

d.

Resistance to restrictive emigration policies by England

a.

The scale of industrial enterprises dramatically increased.

b.

Imperial expansion decreased.

c.

Employee ownership of corporations increased.

d.

The influence of individual financiers declined.

a.

Britain was rich in coal, so it did not have to rely on foreign supplies to power its factories.

b.

Electrical power generation plants were pollution-free.

c.

Factories could be located near concentrations of workers and production costs were lower.

d.

Some new industries, such as the iron industry, were dependent solely on electricity.

a.

The demand for silk and spices increased as people in the North Atlantic region became more prosperous.

b.

Necessary raw materials such as coal and iron had to be exported to Europe’s overseas colonies.

c.

The demand for energy led to scouring the world for geothermal power sources.

d.

Necessary raw materials such as rubber, copper, oil, and bauxite were not readily available in the North Atlantic states and had to be imported from overseas.

a.

Closer economic integration diminished conflict between industrializing and nonindustrialized societies.

b.

Immigration of diverse labor forces to industrial projects around the world lessened inter-ethnic antagonism.

c.

New machines facilitated European conquest of new territories.

d.

Concentration of industrial production in Europe made territorial conquest elsewhere less important.

a.

Europeans were superior to Africans and Asians.

b.

Species evolved under the pressures of natural selection.

c.

Individuals passed on to their offspring traits they had acquired.

d.

The weak would dominate the strong.

a.

To justify allowing species to go extinct

b.

To argue for instituting physical education programs in schools

c.

To justify strong nations’ domination of weaker ones

d.

To argue against social inequality

a.

India

b.

The Gambia

c.

Algeria

d.

Australia

a.

To create an integrated, competitive global economy

b.

To monopolize as large a proportion as possible of the finite global supply of gold

c.

To profit by instructing other regions of the world in industrial production methods

d.

To force their colonies to buy their manufactured goods while exporting staple commodities

a.

The Indian subcontinent industrialized, replacing China as the main Asian exporter of finished goods.

b.

A new Indian identity emerged, despite the lack of a common language or political sovereignty.

c.

European diseases spread, killing a large percentage of the population.

d.

New European crops were introduced, leading to a population explosion and environmental disaster.

a.

To live in healthier climates than those of industrialized European cities

b.

To prevent Africans from converting to Islam

c.

To acquire personal power and imperial glory

d.

To assist in Africa’s industrialization

a.

European colonizers engaged in many wars with each other over African territory.

b.

Increased immigration from Africa to Europe

c.

People from throughout Africa began to think of themselves as members of a single nation.

d.

Boundary lines drawn by Europeans divided existing African ethnic, linguistic, cultural, and commercial units among several different colonies.

a.

He allied himself with the Germans against the Italians.

b.

Unlike other Europeans, the Italians did not use advanced weapons in the field.

c.

He was able to equip his loyal, united armies with European weapons.

d.

The Italian invasion forces were decimated by tropical diseases.

a.

More efficient administrations began to provide health care and education to the colonized peoples.

b.

Indigenous people were frequently promoted to officer rank in colonial armies.

c.

Europeans directly incorporated missionaries into colonial administration.

d.

Europeans focused on attempting to bring the benefits of superior civilization to Africa.

a.

It sought to incorporate new territories into the national political body.

b.

It took control of new territories without seeking to incorporate them or their people into the national political body.

c.

It was undertaken in order to encourage American settlement in the newly conquered territories.

d.

It proposed that the United States had a mission to spread its culture beyond its current boundaries.

a.

Conquering new territories in Asia and Africa

b.

Subsidizing settlement by Americans in newly conquered lands

c.

Establishing peaceful trade relationships

d.

Turning nominally independent countries into dependent states

a.

Modern culture was created by white Europeans and Americans, who were more fully evolved than the darker peoples of the world.

b.

The American Declaration of Independence demonstrated that all men possess the unalienable right to life, liberty, and the pursuit of happiness.

c.

The French Revolution proved that all people deserve to be members of a sovereign, culturally homogeneous nation.

d.

All of humanity was created by God, in God’s image, and all people are therefore equal.

a.

They planned to adopt Western technology, while maintaining Japanese culture.

b.

They planned to adopt both Western technology and Western culture.

c.

They planned to adopt both Western culture and Christianity.

d.

They planned to adopt Western forms of governance, while maintaining Japanese technological traditions.

a.

It excluded women from all financial affairs.

b.

It relied on personal relationships instead of impersonal investment.

c.

It focused on exporting rice to other Asian countries.

d.

It was less dependent on imported raw materials for success.

a.

The Japanese refused to train a Ryukyu governing class.

b.

The Japanese believed that the Ryukyu were civilized people, equal to themselves.

c.

The Japanese required a large military presence to control the heavily armed islanders.

d.

The Japanese built railroads and bridges to connect the islands.

a.

Both turned to China for support in industrializing.

b.

For both, modernizing included increased popular control of the government.

c.

Both incorporated ethnic minorities in their empire as equal citizens.

d.

For both, key aspects of industrialization were state-sponsored.

a.

Both denied their subjects political equality because of perceived racial inferiority.

b.

Both paired industrialized militaries with proselytism to conquer new territories.

c.

The Japanese claimed that conquered territories historically belonged to it, and Europeans and Americans did not.

d.

Europeans and Americans encountered local resistance to colonialism, and the Japanese did not.

a.

Russia was proving its religious toleration by integrating Muslims into its empire.

b.

Russia wanted to acquire important deposits of rare minerals necessary for industrial growth.

c.

Russia was responding to perceived threats from rivals in those areas.

d.

Russia wanted to acquire new land on which to settle former serfs.

a.

Russia wished to exploit rich mineral resources instead of opening up land for farming.

b.

Russia stressed the cultural differences between itself and the peoples it conquered.

c.

The monetary cost of expansion for Russia and its people was far greater.

d.

Russia tolerated and taxed native populations instead of displacing or slaughtering them.

a.

Territorial expansion in the southeast

b.

The development of coal mines and shipyards

c.

The development of an expansive railway system

d.

Aligning Chinese culture with Western culture

a.

They used the railroads to reinvigorate China’s internal trade networks.

b.

They were worried that the railroads would change the relationship between people and nature, but recognized that they were necessary.

c.

They saw the railroads as a threat to Chinese social harmony and had them torn up.

d.

They sold concessions to operate the railroads to the British and Americans.

a.

Vulnerability to external aggression and internal instability

b.

Growing isolation from the world economy

c.

Intensification of its cultural traditions

d.

Ongoing conflict between China and Korea

a.

Westerners were depicted as eager to integrate into local life.

b.

Western technology and culture were praised as models to improve the future.

c.

Westerners were portrayed as annoying impositions onto vibrant local life.

d.

Western activity was minimalized and represented as unimportant.