Quiz 11: An Unsettled World 1890-1914

Questions refer to the documents below. Document A. Italian Migration to the Americas Although Argentina and the United States were the two primary countries of Italian immigration in the Americas between 1880 and 1914, the flows of Italian migrants to their shores differed over time. It was Brazil and Argentina that initially were the primary targets of Italian migrants, with the United States running a poor third. In the 1870s, and through most of the 1880s, Argentina was the primary zone of reception. By the late 1880s, with the abolition of slavery and the massive shift to subsidized Italian workers in the expanding coffee fields of Sao Paulo, Brazil temporarily emerged as the primary immigration zone despite the steady increase in Italian migration to both the United States and Argentina. Herbert S. Klein, "The Integration of Italian Immigrants into the United States and Argentina," American Historical Review, 1983 Document B. Estimate of Annual Italian Migration to the Americas, 1876-1914 Source: Istituto Centrale di Statistica, Bolettino mensile de Statistica (Gennaio, 1975), Anno 5, n. 1, Appendix 2: "Espatriati e Rimpatriati, anni 1876-1973" (pp. 254-55) -According to the documents above, which region received the greatest number of Italian migrants in the nineteenth century? A) Central America C) South America B) North America D) The Caribbean

Questions refer to the documents below. Document A. Italian Migration to the Americas Although Argentina and the United States were the two primary countries of Italian immigration in the Americas between 1880 and 1914, the flows of Italian migrants to their shores differed over time. It was Brazil and Argentina that initially were the primary targets of Italian migrants, with the United States running a poor third. In the 1870s, and through most of the 1880s, Argentina was the primary zone of reception. By the late 1880s, with the abolition of slavery and the massive shift to subsidized Italian workers in the expanding coffee fields of Sao Paulo, Brazil temporarily emerged as the primary immigration zone despite the steady increase in Italian migration to both the United States and Argentina. Herbert S. Klein, "The Integration of Italian Immigrants into the United States and Argentina," American Historical Review, 1983 Document B. Estimate of Annual Italian Migration to the Americas, 1876-1914 Source: Istituto Centrale di Statistica, Bolettino mensile de Statistica (Gennaio, 1975), Anno 5, n. 1, Appendix 2: "Espatriati e Rimpatriati, anni 1876-1973" (pp. 254-55) -According to Document A, what encouraged the large-scale Italian migration at the turn of the twentieth century? A) The encouragement of host countries B) The increased global demand for bauxite C) The demand for a low-wage, labor-intensive workforce D) The decline in opportunities at home

Questions refer to the documents below. Document A. Italian Migration to the Americas Although Argentina and the United States were the two primary countries of Italian immigration in the Americas between 1880 and 1914, the flows of Italian migrants to their shores differed over time. It was Brazil and Argentina that initially were the primary targets of Italian migrants, with the United States running a poor third. In the 1870s, and through most of the 1880s, Argentina was the primary zone of reception. By the late 1880s, with the abolition of slavery and the massive shift to subsidized Italian workers in the expanding coffee fields of Sao Paulo, Brazil temporarily emerged as the primary immigration zone despite the steady increase in Italian migration to both the United States and Argentina. Herbert S. Klein, "The Integration of Italian Immigrants into the United States and Argentina," American Historical Review, 1983 Document B. Estimate of Annual Italian Migration to the Americas, 1876-1914 Source: Istituto Centrale di Statistica, Bolettino mensile de Statistica (Gennaio, 1975), Anno 5, n. 1, Appendix 2: "Espatriati e Rimpatriati, anni 1876-1973" (pp. 254-55) -The Italian migration can be understood in the context of which of the following? A) New advancements in transportation and communication B) The lure of a classless society C) Political rebellions on the European continent D) The rise of fascism

Questions refer to the documents below. Document A. Italian Migration to the Americas Although Argentina and the United States were the two primary countries of Italian immigration in the Americas between 1880 and 1914, the flows of Italian migrants to their shores differed over time. It was Brazil and Argentina that initially were the primary targets of Italian migrants, with the United States running a poor third. In the 1870s, and through most of the 1880s, Argentina was the primary zone of reception. By the late 1880s, with the abolition of slavery and the massive shift to subsidized Italian workers in the expanding coffee fields of Sao Paulo, Brazil temporarily emerged as the primary immigration zone despite the steady increase in Italian migration to both the United States and Argentina. Herbert S. Klein, "The Integration of Italian Immigrants into the United States and Argentina," American Historical Review, 1983 Document B. Estimate of Annual Italian Migration to the Americas, 1876-1914 Source: Istituto Centrale di Statistica, Bolettino mensile de Statistica (Gennaio, 1975), Anno 5, n. 1, Appendix 2: "Espatriati e Rimpatriati, anni 1876-1973" (pp. 254-55) -These two documents best support which of the following conclusions? A) Italian immigration ceased completely after World War I. B) The United States was always the first choice of Italian migrants. C) Twentieth-century labor demands were a clear indication of globalization. D) Italian migration peaked with the abolition of slavery in Brazil.

Questions refer to the documents below. Document A. Italian Migration to the Americas Although Argentina and the United States were the two primary countries of Italian immigration in the Americas between 1880 and 1914, the flows of Italian migrants to their shores differed over time. It was Brazil and Argentina that initially were the primary targets of Italian migrants, with the United States running a poor third. In the 1870s, and through most of the 1880s, Argentina was the primary zone of reception. By the late 1880s, with the abolition of slavery and the massive shift to subsidized Italian workers in the expanding coffee fields of Sao Paulo, Brazil temporarily emerged as the primary immigration zone despite the steady increase in Italian migration to both the United States and Argentina. Herbert S. Klein, "The Integration of Italian Immigrants into the United States and Argentina," American Historical Review, 1983 Document B. Estimate of Annual Italian Migration to the Americas, 1876-1914 Source: Istituto Centrale di Statistica, Bolettino mensile de Statistica (Gennaio, 1975), Anno 5, n. 1, Appendix 2: "Espatriati e Rimpatriati, anni 1876-1973" (pp. 254-55) -Which of the following was an effect of Italian migration in North and South America before 1914? A) The Italian migration to North and South America created overpopulation in rural areas. B) The Italian migration to North and South America created ethnic enclaves. C) The Italian migration to North and South America contributed to the growth of fascism. D) The Italian migration to North and South America led to the creation of Italian national identity.

Questions refer to the map and image below. A. Uprisings and Wars in Africa B. German extermination of the Herero, photograph, 1904-1906 -The two images above support which of the following historical claims? A) When European states met resistance to colonization, they often responded with violence. B) Indigenous peoples such as the Zulu and Herero led African anticolonial movements. C) Armed resistance to European colonizers was never successful in Africa. D) African colonial empires commonly practiced genocide.

Questions refer to the map and image below. A. Uprisings and Wars in Africa B. German extermination of the Herero, photograph, 1904-1906 -Which of the following was an example of a state that successfully resisted European colonization? A) Union of South Africa C) Port Guinea B) Madagascar D) Ethiopia

Questions refer to the map and image below. A. Uprisings and Wars in Africa B. German extermination of the Herero, photograph, 1904-1906 -Which of the following accurately describes the changes in colonization patterns from the early nineteenth century to that seen in the map above? A) European states fought each other in Africa to acquire territory. B) Portuguese influence declined, while that of Britain and France grew. C) The French colonized only northwest Africa because of its proximity to France. D) Economic imperialism led many European states to invest in Africa.

Questions refer to the map and image below. A. Uprisings and Wars in Africa B. German extermination of the Herero, photograph, 1904-1906 -Which of the following situations was MOST similar to the one seen in Image B? A) Shaka's treatment of the Asante tribesmen B) The Boers' treatment of English settlers C) King Leopold's treatment of Congolese villagers D) The Ethiopians' treatment of Italian soldiers

Questions refer to the images below. Image A. Striking Steel Workers Homestead PA, 1892 Image B. Striking Dockworkers' Rally in Trafalgar Square, London, 1911 -In which of the following historical situations were these images created? A) In industrialized states, all classes benefited from new economic growth caused by unlimited free trade. B) In industrialized states, workers organized themselves into labor unions to improve working conditions. C) In nonindustrialized states, workers were forced into debt peonage or forced labor to grow cash crops. D) In nonindustrialized states, workers fared relatively well by investing in stock in industrialized states.

Questions refer to the images below. Image A. Striking Steel Workers Homestead PA, 1892 Image B. Striking Dockworkers' Rally in Trafalgar Square, London, 1911 -Using Image B as evidence, which of the following is a valid historical claim? A) Labor unions had the power to organize massive strikes and rallies. B) Violent revolution was the only way workers could improve their lot. C) Factory workers made up most of the new union membership. D) Women were not allowed in trade unions.

Questions refer to the images below. Image A. Striking Steel Workers Homestead PA, 1892 Image B. Striking Dockworkers' Rally in Trafalgar Square, London, 1911 -How might a historian question the reliability of Image A? A) Image A appears to be posed, so it is difficult to know if it is representative of the steel strike. B) Since Image A is a photograph, it must be a reliable source. C) Image A was taken by a photographer who was hostile to labor unions. D) Image A shows that strikes were always peaceful in this time period.

Questions refer to the passage below. Lecture on Industrialization and Women's Freedom in Egypt, Cairo, 1909 "Men say when we become educated we shall push them out of work and abandon the role for which God created us. But isn't it rather men who have pushed women out of work? Before, women used to spin and to weave cloth for clothes for themselves and their children, but men invented machines for spinning and weaving and put women out of work. . . . Since male inventors and workers have taken away a lot of our work should we waste our time in idleness or seek other work to occupy us? Of course, we should do the latter. . . . Obviously, I am not urging women to neglect their home and children to go out and become lawyers or judges or railway engineers. But if any of us wish to work in such professions our personal freedom should not be infringed." Bahithat al-Badiya, an educated, upper-class Egyptian woman, speaking to a female audience -Which of the following is an accurate summary of the claim in this passage? A) If women become educated, they will leave the home and fail in the duties God has assigned them. B) Women should study to become lawyers, judges, and engineers. C) The industrialization of cloth production has helped women become more productive. D) Male inventors have taken away women's traditional work, so women should be allowed to enter fields previously held only by men.

Questions refer to the passage below. Lecture on Industrialization and Women's Freedom in Egypt, Cairo, 1909 "Men say when we become educated we shall push them out of work and abandon the role for which God created us. But isn't it rather men who have pushed women out of work? Before, women used to spin and to weave cloth for clothes for themselves and their children, but men invented machines for spinning and weaving and put women out of work. . . . Since male inventors and workers have taken away a lot of our work should we waste our time in idleness or seek other work to occupy us? Of course, we should do the latter. . . . Obviously, I am not urging women to neglect their home and children to go out and become lawyers or judges or railway engineers. But if any of us wish to work in such professions our personal freedom should not be infringed." Bahithat al-Badiya, an educated, upper-class Egyptian woman, speaking to a female audience -Which of the following might affect the speaker's reliability as a source? A) As a woman, the speaker is under the control of her husband; her opinions may not be her own. B) Since the speaker is Egyptian, she cannot represent the views of women in other societies. C) The speaker is an upper-class, educated women and thus may not represent the views of a majority of Egyptian women. D) Women and children were already becoming workers in textile factories.

Questions refer to the passage below. Lecture on Industrialization and Women's Freedom in Egypt, Cairo, 1909 "Men say when we become educated we shall push them out of work and abandon the role for which God created us. But isn't it rather men who have pushed women out of work? Before, women used to spin and to weave cloth for clothes for themselves and their children, but men invented machines for spinning and weaving and put women out of work. . . . Since male inventors and workers have taken away a lot of our work should we waste our time in idleness or seek other work to occupy us? Of course, we should do the latter. . . . Obviously, I am not urging women to neglect their home and children to go out and become lawyers or judges or railway engineers. But if any of us wish to work in such professions our personal freedom should not be infringed." Bahithat al-Badiya, an educated, upper-class Egyptian woman, speaking to a female audience -This speech takes place in which of the following larger movements or historical contexts? A) The abolition movement ended all types of slavery and forced labor. B) Industrialization caused changes in social structures and classes. C) Anticolonial movements led to new gender roles. D) Socialism advocated equal rights for women.

Of the many factors that contributed to the unsettled nature of the turn of the twentieth-century world, which of the following led most directly to the Maji Maji Revolt? A) Increasing anticolonial sentiments B) Global labor migration C) Increasing economic inequality despite growth in production D) Urbanization and industrialization

What characteristic of the present-day world economy emerged during the late nineteenth and early twentieth centuries? A) Reliance on free trade ideology to justify economic expansionism B) Reliance on a gold standard C) An unequal relationship between the industrialized world and the nonindustrialized world D) The growth of long-distance overland trade routes

Which of the following was the destination of most South Asian emigrants? A) The commercial centers of Western Europe, where they could work as bankers B) Other British colonies, where they could work as laborers C) Port cities, where they established new trading houses D) Gold rushes in California and Brazil, where they profited from mining

In the period from 1845 to 1900, what factors in China led large numbers of people to emigrate to the Americas and Oceania? A) Expulsion of dissidents by the Qing government B) Population pressure and a shortage of cultivatable land C) Promises of freedom from oppressive rule D) The one-child policy

Between 1840 and 1914, which of the following led to large-scale migration within individual industrialized states' national boundaries? A) Laboring on plantations C) Religious pilgrimages B) Ethnic cleansing D) Factory jobs in urban centers

Which of the following was a result of the influence of the city planning movement on urban life at the turn of the twentieth century? A) The development of growth boundaries surrounding urban areas B) Limits on the number of new migrants to cities C) Better sanitation and cultural amenities like museums and opera houses D) Suburban-style developments created to house members of the working classes

In which African colonies was resistance to colonial rule the strongest? A) Colonies where Europeans ruled autocratically B) Colonies in which Europeans had conquered African peoples, regardless of the manner in which Europeans ruled C) Colonies where Europeans left African traditional leadership in place D) Colonies where the arrival of railroads and telegraph lines bisected traditional ethnic boundaries

How did the Anglo-Boer War differ from other anticolonial wars in Africa? A) It was the only such war to win autonomy from a European power before World War II. B) It was the only avowedly Marxist anticolonial struggle in this period. C) It was the only anticolonial war in which two white regimes were the main combatants. D) It was the only anticolonial war to make Europeans increase their investment in colonialism.

What military tactics, which became more common during the twentieth century, were implemented during the Anglo-Boer War? A) Concentration camps and guerrilla campaigns B) Machine guns and cavalry C) Poison gas and machine guns D) Spotter balloons and guerrilla campaigns

The Herero revolt in German Southwest Africa was so intense that the Germans resorted to which of the following? A) Withdrawal from their African colonies C) Poisonous gas B) Extermination orders against the Herero D) A negotiated truce

Advocates for imperialism reacted to news of the turmoil in the Belgian and German African colonies with sentiments reflected by which statement below? A) The specific situation that had led to the unrest was an exception to the enlightened rule of most European countries. B) European countries should grant their colonies independence as soon as the people were ready to assume self-government. C) African colonial subjects were too difficult to continue to control. D) Colonial subjects had been enthralled by hostile religious leaders.

Which of the following is an example of the foreign pressure that led to the decline of Qing dynastic authority? A) The Sino-Japanese War C) The Self-Strengthening Movement B) The Maji Maji Revolt D) The Taiping Rebellion

The Boxer Rebellion was similar to the earlier Taiping Rebellion in which of the following ways? A) Both were composed primarily of Chinese scholar elites. B) Both included a pro-Christian component in their ideology. C) Both responded to hardship and poor economic conditions in China. D) Both remained loyal to the Qing and vented their anger against foreigners.

The "open door policy" for access to China included which of the following concomitant attacks on traditional Chinese culture? A) Ending foot binding B) Forcing all publications to be printed in English C) Imposing Western-style music D) Support for Christian missionaries

What role did the Red Lanterns play in the Boxer Uprising? A) Their scholarly and theological accomplishments complemented the Boxers' martial skill. B) Their purity and loyalty to the Boxers' cause seemed to counteract the threat posed by Christianity. C) Their contacts with the Qing ruling family enhanced the Boxers' access to resources. D) Their relationships with Christian missionaries helped the Boxers to target foreigners.

Which of the following resulted from late nineteenth-century industrial capitalism? A) Decreasing disparities in accumulated wealth B) Decreasing the number of agrarian poor C) Acceleration of economic boom-and-bust cycles D) Many small producers competing with each other

Which of the following was a response to the rise of giant banks and industrial corporations? A) Many economists and politicians wanted the state to manage national economies. B) Many economists and politicians wanted a return to truly free markets. C) International financial integration decreased. D) Decreasing support for zaibatsu

Which of the following was a consequence of the 1907 financial crisis in the United States? A) It proved that government regulation did not work. B) American investors fled U.S. banks and turned to Europe as a place to invest their funds. C) Investment in railroads declined drastically. D) It showed how quickly national financial matters could become international affairs.

Which group was most likely to resist the system created by Frederick Winslow Taylor? A) Farmers C) Laborers B) Financiers D) Women

Which of the following factors challenged the nineteenth-century idea of "separate spheres" for women and men? A) The cult of domesticity B) The movement of more women into the paid labor force C) The Red Lantern movement D) The participation of large numbers of women in electoral politics

Which best characterizes the changing conditions for women in Europe and European colonies, respectively, around the turn of the twentieth century? A) Increasing political rights in Europe and increasing work burdens in European colonies B) Decreasing access to the labor market in Europe and increasing labor mobility in European colonies C) Increasing fertility rates in Europe and decreasing civic responsibilities in European colonies D) Increasing of "separate spheres" between genders and decreasing of "separate spheres" between genders

Which of the following was often cited by Western imperialists as evidence for the improvement of women's lives under colonial rule? A) Colonial laws prohibited sati and female genital mutilation. B) Colonial laws required equal pay for women employed in plantation agriculture. C) Women had equal access to education in missionary and colonial schools. D) Women were freed from homesteading chores when African gold and silver mines opened.

Which of the following was a common response to class conflict in late nineteenth-century and early twentieth-century Western Europe? A) Violent revolution and overthrow of repressive governments B) The growth of labor parties to participate in electoral politics C) Reinforcement of autocratic political systems D) The rise of anarchism as a major political force

Which of the following was the most enduring legacy of the Mexican Revolution? A) Emphasis on preserving racial hierarchy in the Mexican population B) The development of new national myths based on the bravery of the creole elite C) Ideological appeals made to the Mexican middle class D) The creation of communal landholdings for Mexican peasants

Why was the Mexican Revolution considered to be the most successful turn of the twentieth-century revolution? A) It transformed the country and forced later politicians to respect peasants' rights and land reform. B) The country finally threw off colonial control and joined the other independent nations in Latin America. C) The economic strength of Mexican ranchers was left intact, while more political power was given to the middle classes. D) Peasants gained complete control of the economy and political system after purging the rich landowners.

In what way did the upward pressure of social movements influence policymaking by elites around the turn of the twentieth century? A) Anti-imperial social movements in Europe halted the spread of new colonies. B) Peasant uprisings in Brazil led to increased local autonomy. C) The emergence of a durable Socialist party restructured politics in the United States. D) Journalistic attention to unhygienic consumer products prompted new government regulations.

Progressive reformers' goals included which of the following? A) Recognizing cultural diversity and the protection of workers' ways of life B) Protesting colonial rule and promoting independence for the world's peoples C) Creating a more efficient society and correcting the undesirable outcomes of urbanization and industrialization D) Encouraging industrial progress and developing financial centralization

How did German chancellor Otto von Bismarck seek to defuse socialist activism in his country? A) By infiltrating radical groups with secret state agents B) By enacting social welfare measures C) By deporting known pro-revolutionary activists to Russia D) By starting his own revolution and overthrowing the Kaiser

At the turn of the twentieth century, "modernism" reflected which of the following? A) Intellectuals, artists, and scientists sensed that traditional answers were no longer adequate to explain the changes in society. B) Confidence that nineteenth-century economic and social progress would extend into the twentieth century. C) Enlightenment ideals and trust in reason were extended into a new intellectual environment. D) Intellectuals were unwilling to look beyond Europe for cultural and intellectual inspiration.

Which of the following is an example of a form of entertainment appealing to the masses that emerged at the end of the nineteenth century? A) Opera C) Sports B) Novels D) Dancing

How did the assumptions made by scientists in the modernist era differ from those of Enlightenment-era scientists? A) Modernist scientists believed they had found the key to controlling nature. B) Modernist scientists thought in terms of probabilities rather than certainties. C) Modernist scientists relied more on received tradition than had Enlightenment scientists. D) Modernist scientists found their inspiration within the theories of Newton and Galileo.

One result of the emergence of popular culture was: A) the decline of institutions such as art museums and opera houses. B) increased cultural unity, as everyone read the same books and newspapers. C) the growth of the fashion industry. D) the use of cultural choices to assert social or class identity.

The idea of "the primitive" was used by early twentieth-century European artists to symbolize which of the following? A) Forces that reason could not control C) Repression of sexual desire B) The diversity of nature D) The triumph of the Enlightenment

Which of the following questions challenged Chinese intellectuals at the turn of the twentieth century? A) Whether to support the Boxer Rebellion B) How to blend popular culture with elite culture C) How to reduce emigration from China D) How to balance Western thought and traditional Chinese culture

By the end of the nineteenth century, how did European and American nationalist and racial ideas compare to those of the rest of the world? A) Westerners, because of immigration, became more comfortable with multiethnic societies, while people in other parts of the world were drawn more to define themselves in terms of racial and ethnic purity. B) Westerners were increasingly concerned with protecting their national and racial purity, while discussions of identity in other parts of the world were part of the opposition to Western domination. C) Westerners became increasingly fascinated with their own racial identity and cultural past, while people in Africa and Asia maintained their own sense of racial identity but were drawn to Western culture, which they felt was more modern. D) Westerners rejected ethnic nationalism as unworkable in the modern world, but people in Africa and Asia clung to nationalism as a way to reject colonization.

Which of the following was an exception to the general rule of unrestricted migration during the late nineteenth century? A) The Chinese Exclusion Act in the United States B) The Japanese Exclusion Act in Canada C) The German Exclusion Act in France D) The Korean Exclusion Act in China

Which of the following caused some Americans to fear the loss of their pioneering individualism? A) Increased immigration from Central and South America B) The growth of cities C) The 1890 census announcement about the closing of the American frontier D) Increasing industrialization

Which of the following was a direct response to anxiety over a loss of dominance by people of European descent in the United States during the late nineteenth and early twentieth centuries? A) The expulsion of Mexican Americans from the southwestern United States B) Increased support for more restrictive immigration policies C) The closing of the frontiers to new immigrants D) Increased support for more immigrants from southern and eastern Europe

In Europe at the turn of the twentieth century, which of the following was a manifestation of anxiety about race? A) Increased anti-American sentiment B) Greater government regulation of foreign banks C) The spread of the franchise to the working class D) The growth of anti-Semitic thought and behavior

In Latin America during the late nineteenth and early twentieth centuries, which of the following upset traditional racial hierarchies? A) Theories of evolution that implied all humans had shared origins B) The growth of industries that valued cheap Amerindian labor over higher-priced European labor C) The arrival to the region of large numbers of poor immigrants from Europe D) The growth of a large, wealthy class of mestizo entrepreneurs

On what was Sun Yat-sen's version of Chinese nationhood based? A) Han Chinese nationalism B) The modernization of the Qing military establishment C) The strength of China's multinational, multicultural population D) Communist political philosophy

Which of the following contributed to the Qing dynasty's downfall? A) Manchu military victories B) The Qing court's refusal to admit that reforms were needed C) Peasants and laborers resented the high cost of reform D) Direct intervention by European military forces

According to Sun Yat-sen, what was demonstrated by the existence of different racial or ethnic groups in China? A) China would be made stronger by having different groups, such as the Tibetans or Muslims, as part of their society. B) It showed incomplete assimilation into Han culture. C) Chinese nationalism was based on expelling the Manchus while accepting all other peoples within China's borders. D) It showed that the Manchus had failed to completely conquer China.

In order to establish a modern national identity, both Indian and Latin American intellectuals turned to which of the following? A) They turned to universalizing religion to create a common bond. B) They rewrote the histories of ancient empires and kingdoms to create a cultural basis for national identity. C) They created a new literary tradition in indigenous languages. D) They disavowed all Western education and returned to traditional forms of knowledge.

Indian intellectuals used Western culture to promote Indian nationalism in which of the following ways? A) They set up schools to ensure that Indians of all classes could read and understand important documents such as the Jamaica Letter. B) They created a unifying national language and religion so all Indians could concentrate on expelling the British. C) They facilitated the spread of nationalist ideas throughout British India by creating modern cultural forms such as newspapers, pamphlets, and journals. D) They popularized and translated into Hindi and Urdu stories about Western heroes of independence such as Rob Roy and William Tell.

Why did Indian nationalism in the late nineteenth and early twentieth centuries pose a different challenge to British rule than had the 1857 Indian Rebellion? A) The nationalist leaders imagined an Indian national community that encompassed the whole of British India rather than defending local identities. B) The nationalists' anarchic beliefs meant that their actions could not often be predicted. C) The nationalists had much stronger ties to India's peasant majority than had the 1857 rebels. D) The nationalists relied on religious symbolism, which the 1857 rebels had ignored.

What did Pan-Islamism ask of Muslims? A) To withdraw from political concerns and focus on their religious activities B) To support the multiethnic empires in which they lived C) To create nation-states with majority Muslim populations D) To put aside differences between Shiite and Sunni and work against European aggression

In what way did pan-Germanism differ from German nationalism? A) German nationalism rejected the inclusion of German-speaking people outside of Prussian national borders, but all German-speakers were included in pan-Germanism. B) German nationalism, unlike pan-Germanism, created a vibrant political and social movement. C) Pan-Germanism motivated people to define their identity by race or blood instead of national boundaries. D) Pan-Germanism only existed in eastern Europe, in areas not under the control of the German state.

How did Sojourner Truth and Bahithat al-Badiya use religion in their respective arguments? A) To promote a return to a traditional separation of spheres between men and women. B) To argue that male superiority over women is a social construction. C) Sojourner Truth depicts religion as a burden to be shed, while al-Badiya sees it as a source of inspiration. D) Sojourner Truth shows that religion only undermines female empowerment, while al-Badiya shows that it promotes gender equality.

How does Ren Xiong's self-portrait (1850s) capture the style and thought of the Shanghai School? A) It shows the rejection of foreign influences in China. B) It reveals the abandonment of outdated Chinese traditions. C) It incorporates the psychological theory of Sigmund Freud. D) It blends Chinese conventions with new artistic currents.

Use the passage below to answer all parts of the question that follows. "[In Japan] the inspiration and the capital for railway building came from within the country. The first line, running 29 kilometers from Tokyo to Yokohama, was a government project, inaugurated in the presence of the emperor. In the early years of railway building, the Japanese hired a number of Europeans, including a British chief engineer. The number of foreign technicians rose from 19 in 1970 to 113 in 1874, then dropped to 43 in 1879 and to 15 in 1885; after that the Japanese dispensed with foreign advisers. They had viewed the foreigners less as railroad builders than as teachers. As early as 1877, only seven years after the railway era began, the line from Kyoto to Otsu was built without any foreign help. From the beginning, the railways were designed not only to transport goods and people and to benefit investors, but also to contribute to the further development of Japanese industry." Daniel R. Headrick, in The Tentacles of Progress: Technology Transfer in the Age of Imperialism, 1850-1940, 1988 (A) Identify ONE political change that prompted the Japanese government to industrialize. (B) Describe ONE way the Japanese government supported industrialization. (C) Describe ONE state where foreign capital was used to build large-scale infrastructure such as a railway system.

Use the images below to answer all parts of the question that follows. Insurrectos and their women, c. 1910 Las Adelitas Women fighters during the Mexican Revolution 1910-1914 (A) Identify and explain ONE similarity between the purposes of the two images. (B) Identify and explain ONE significant difference between the portrayal of women in the two images. (C) Identify and explain ONE example of a broader historical context in which the events portrayed in the images took place.

Answer all parts of the question that follows. (A) Identify ONE condition that led people in sub-Saharan Africa to resist Western pressure in the late nineteenth and early twentieth centuries. (B) Identify and explain ONE way in which people in sub-Saharan Africa fought against Western pressure during the late nineteenth and early twentieth centuries. (C) Identify and explain ONE additional way in which people in sub-Saharan Africa fought against Western pressure during the late nineteenth and early twentieth centuries.

Most governments imposed few restrictions on immigration before 1914.

One effect of the Anglo-Boer War was that the horrors the British perpetrated led them to question their belief in themselves as enlightened colonial rulers.

The United States proposed the "open door" policy in China to enable both its commercial and religious aspirations there.

Red Lantern women lived and fought alongside their male counterparts in the Boxer Rebellion in order to prevent the Boxers being swayed by Christian women.

By the turn of the twentieth century, Adam Smith's vision of laissez-faire capitalism had come to fruition.

As large banks and huge industrial corporations gained control of the international economy, most critics called for a return to free market capitalism.

In contrast to Western Europe at the turn of the twentieth century, East Asian economic sectors were not dominated by major companies.

In the early twentieth century, women exercised no means of control over reproduction.

Modern artists, such as Picasso and Schonberg, turned increasingly to traditional realism in order to appeal to the masses.

The formalization of colloquial languages such as Hindi and Tamil by Western-educated elites helped build a sense of Indian national identity.

Develop an argument that analyzes changes in global financial institutions from 1750 to 1900. In your response you should do the following: Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using specific and relevant examples of evidence. Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt. Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Develop an argument that explains how new ideologies contributed to or helped justify imperialism in the nineteenth century. In your response you should do the following: Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using specific and relevant examples of evidence. Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt. Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Develop an argument that analyzes the effects of global urbanization in the nineteenth century. In your response you should do the following: Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using specific and relevant examples of evidence. Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt. Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Analyze the impact of worldwide mass migrations between 1840 and 1914 on the economies and societies of the places in which the migrants settled.

Compare the overthrow of the Diaz government in Mexico with the overthrow of the Qing dynasty in China. What were the circumstances of each revolution, and what ideas drove them? What role did nationalism play in each case?

Assess the ways in which the concept of nationalism was used outside of established nation-states. Who were its proponents? What were their goals, and to what degree were these goals successful?

Compare the ways in which people in India, sub-Saharan Africa, and China fought against Western pressure during the late nineteenth and early twentieth centuries.

Define the concept of cultural modernism in the context of the late nineteenth-century and early twentieth-century challenges to the existing worldview.

Questions are based on the following image. Indian infantry in the trenches at Fauquissart, France, 1915 -Which of the following was a factor that contributed to the conflict shown above? A) National rivalries and entangling alliances B) Ideological disputes about the best form of government C) A flare-up of old disputes between the Russian and Ottoman Empires over access to the Mediterranean Sea D) United States' President Woodrow Wilson's vow to "make the world safe for democracy"

Questions are based on the following image. Indian infantry in the trenches at Fauquissart, France, 1915 -The image demonstrates which of the following about the war? A) That the morale of soldiers was high B) That soldiers were well prepared to deal with the physical and psychological impacts of the war C) That the massive manpower required by modern warfare included calling up soldiers from overseas colonies D) That soldiers from colonies were readily integrated into the units of their colonizers

Questions are based on the following image. Indian infantry in the trenches at Fauquissart, France, 1915 -Which new technological development MOST led to the utilization of trench warfare? A) Barbed wire C) The tank B) The airplane D) The machine gun

Questions are based on the following image. Indian infantry in the trenches at Fauquissart, France, 1915 -The soldiers in the photo are MOST likely preparing for what kind of attack? A) Tank C) Artillery barrage B) Poison gas D) Airplane bombing

Questions are based on the following image. Indian infantry in the trenches at Fauquissart, France, 1915 -The war experience of the soldiers seen in the image above was a contributing factor in which of the following movements? A) Their experiences led to increased resistance against British colonial rule in South Asia. B) They increasingly turned to the ideas of liberal democracy in the 1920s and 1930s in order to solve problems. C) They increasingly embraced the ideas of communism that were favored by Marx and Lenin. D) Their experience led to the Pan-African movement, in which African soldiers refused to fight unless guaranteed independence following the war.

Questions refer to the table below. World War II Casualties -Which of the following contributed to civilian death tolls in countries such as Germany and Japan? A) The use of new military tactics, such as firebombing urban areas where civilians lived and worked B) The creation of forced labor and death camps in Germany and Japan as part of a "Racial Purity" ideology C) The large land battles that took place in both Germany and Japan, deemed necessary to force a surrender D) The use of nuclear weapons to hasten an end to the war in Europe and the Pacific

Questions refer to the table below. World War II Casualties -A historian looking at this data might reasonably conclude that: A) countries with greater populations suffered a greater number of casualties. B) the militaries with the lowest casualty rates possessed superior military technology. C) civilians were purposely targeted during World War II. D) fighting in the Pacific Theater was less intense than fighting in the European Theater.

Questions refer to the table below. World War II Casualties -What might explain the difference between the number of military deaths and civilian deaths in Poland? A) The Polish army fought the Germans throughout the entire war, and suffered great losses. B) The German established large numbers of extermination camps in Poland, targeting Poland's Jewish population, along with other minorities in Eastern Europe. C) The Polish people did not put up much resistance to German occupation. D) Poland was in essence invaded twice: first by Germany in 1939, and again in 1944-1945 as the Soviets pushed the Germans through Poland, back into Germany.

Questions refer to the table below. World War II Casualties -Which of the following observations about World War II does the table above support? A) The war was primarily a European conflict. B) World War II had the highest percentage of casualties of any war in history. C) The cause of the war was a consequence of the Treaty of Versailles that ended World War I. D) The war was global in its scope.

Questions refer to the table below. World War II Casualties -A greater percentage of soldiers survived wounds during World War II than any previous major war. This was primarily because: A) new drugs, like penicillin, prevented infections that frequently killed those who had been wounded. B) countries agreed to not use weapons designed to wound soldiers, rather than kill them. C) World War II was the first war in which doctors and nurses were allowed to be close to the front lines. D) doctors on both sides treated the wounded, regardless of what side they were on.

Questions refer to the photo and graph below. Document #1: Ecological Crisis in the Amazon Document #2 Annual Changes in Global Forest Cover -Which of the following is an accurate statement concerning the data presented in Source #2? A) All regions experienced a decrease in forest cover from 1990 to 2020. B) Africa experienced the greatest loss of forest cover from 1990 to 2020. C) North America and Europe had the smallest change in forest cover from 1990 to 2020. D) East Asia had the largest decrease in forest cover from 1990 to 2020.

Questions refer to the photo and graph below. Document #1: Ecological Crisis in the Amazon Document #2 Annual Changes in Global Forest Cover -In what way do the sources corroborate, or fail to corroborate, each other? A) Source #1 provides a specific, local example of the data seen in Source #2. B) Source #1 shows a region not covered in Source #2, and therefore cannot corroborate it. C) Source #2 cannot be trusted because it was compiled by the United Nations. D) Source #2 provides no information concerning the reasons for deforestation.

Questions refer to the photo and graph below. Document #1: Ecological Crisis in the Amazon Document #2 Annual Changes in Global Forest Cover -Which of the following is a direct consequence of the historical trend represented by the two sources? A) Fewer people are risking famine because more food is being grown in previously unused Forest lands. B) Loss of forest cover, especially through burning, is linked to global climate change. C) The rate of deforestation decreased between 2005 and 2020, decreasing the number of Violent storms associated with climate change. D) The relative stability of the rate of deforestation in sub-Saharan Africa shows that Measures to prevent climate change are succeeding.

Questions refer to the photo and graph below. Document #1: Ecological Crisis in the Amazon Document #2 Annual Changes in Global Forest Cover -Which of the following represents continuity in the effect of human activity between the nineteenth and twenty-first centuries? A) Indigenous peoples have created strong resistance to climate change by blocking the exploitation of forest resources. B) The increasing combustion of wood and fossil fuels since the Industrial Revolution has caused an increase in the production of greenhouse gases, which has led to climate change. C) Human activity has continued to account for a small fraction of Earth's warming since the nineteenth century. D) Industrialized societies are the sites of most of the forest loss since the nineteenth century.

Questions refer to the photo and graph below. Document #1: Ecological Crisis in the Amazon Document #2 Annual Changes in Global Forest Cover -Which of the following was a reaction to the worldwide environmental issues of the late twentieth and twenty-first centuries? A) The Third World took the lead in providing solutions for environmental decay. B) The United Nations formed effective sanctions against states that refused to alter activity that harmed the environment. C) The Soviet Union and China became concerned about environmental decay caused by their rapid industrialization and passed strict laws governing industry. D) Nongovernmental agencies were formed to protest against environmental degradation when nation-states seemed unable to curb the activities of multinational corporations.

Use the passage below and your knowledge of world history to answer all parts of the question that follows. "The question we raised at the start of these considerations and to which we now return is what kind of basic experience in the living-together of men permeates a form of government whose essense is terror and whose principle of action is the logicality of ideological thinking. That such a combination was never used before in the varied forms of political domination is obvious. Still, the basic experience on which it rests must be human and known to men, insofar as even this most "original" of all political bodies has been devised by, and is somehow answering the needs of men. It has frequently been observed that terror can rule absolutely only over men who are isolated against each other and that, therefore, one of the primary concerns of all tyrannical government is to bring this isolation about. Isolation may be the beginning of terror; it certainly is its most fertile ground; it always is its result. The isolation is, as it were, pretotalitarian; its hallmark is impotence insofar as power always comes from men acting together, "acting in concert" ([Edmund] Burke); isolated men are powerless by definition. Isolation and impotence, that is the fundamental inability to act at all, have always been characteristic of tyrannies. Political contacts between men are severed in tyrannical government and the human capacities for action and power are frustrated. But not all contacts between men are broken and not all human capacities destroyed. The whole sphere of private life with the capacities for experience, fabrication, and thought are left intact. We know that the iron band of total terror leaves no space for such private life and that the self-coercion of totalitarian logic destroys man's capacity for experience and thought just as certainly as his capacity for action." Hannah Arendt, The Origins of Totalitarianism (1951) (A) Identify and explain ONE similarity between a pretotalitarian, tyrannical government and a totalitarian government, according to Arendt. (B) Identify and explain ONE difference between a pretotalitarian, tyrannical government and a totalitarian government, according to Arendt. (C) Choose a totalitarian state in the period from 1920 to 1940 and identify and explain ONE example of the way the leaders created isolation and terror.

Use the images below and your knowledge of world history to answer all parts of the question that follows. James Cheshire of Spatial Analysis has visualized British, Dutch, and Spanish historical shipping records to produce maps of eighteenth-century shipping trade routes. Global Shipping Traffic 2012 (A) Identify and explain ONE continuity between patterns of trade in the two maps. (B) Identify and explain ONE change between patterns of trade in the two maps. (C) Explain ONE limitation in using the two maps to explain continuities and changes in global trade patterns over the past 300 years.

Answer all parts of the question that follows. The period following World War II led to increased tensions and competition between the two superpowers, the Soviet Union and the United States. This period, known as the Cold War, was played out against the growing threat of the use of nuclear weapons by the two superpowers. Both sides sought to bring more countries into their spheres of influence. (A) Identify and explain the spread of communism to ONE country in Europe after World War II. (B) Identify and explain the spread of communism to ONE country in Asia or the Western Hemisphere after World War II. (C) Identify and explain ONE difference in the spread of communism between the two countries you chose.

The settlements that ended World War I left many people and their governments unsatisfied, and the unresolved tensions following the war aggravated many of those concerns. Develop an argument that evaluates the extent to which the resolution of World War I and subsequent unresolved tensions contributed to the start of World War II. In your response you should do the following: Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using specific and relevant examples of evidence. Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt. Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

As societies develop, they affect and are affected by the ways they produce, exchange, and consume goods and services. Develop an argument that evaluates the extent to which the Cold War impacted nations other than the United States and the Soviet Union. In your response you should do the following: Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using specific and relevant examples of evidence. Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt. Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Develop an argument that evaluates the extent to which globalization has affected economic development around the world. In your response you should do the following: Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using specific and relevant examples of evidence. Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt. Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Evaluate the extent to which science and technology have brought change in the period from 1900 to the present. Directions: The Document-Based Question is based on the accompanying documents. The documents have been edited for the purpose of this exercise. In your response you should do the following: Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using at least six documents. Use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. For at least three documents, explain how or why the document's point of view, purpose, historical situation, and/or audience is relevant to an argument. Use evidence to corroborate, qualify, or modify an argument that addresses the prompt. Document 1 "Mutual Deterrence" speech by Secretary of Defense Robert McNamara in an address to the editors and publishers of the United Press International (a news-gathering organization that supplied news and information to newspapers and news agencies around the world), San Francisco, September 18, 1967 "Man has lived now for more than twenty years in what we have come to call the Atomic Age. What we sometimes overlook is that every future age of man will be an atomic age, and if man is to have a future at all, it will have to be one overshadowed with the permanent possibility of thermonuclear holocaust. About that fact there is no longer any doubt. Our freedom in this question consists only in facing the matter rationally and realistically and discussing actions to minimize the danger. No sane citizen, political leader or nation wants thermonuclear war. But merely not wanting it is not enough. We must understand the differences among actions which increase its risks, those which reduce them and those which, while costly, have little influence one way or another. But there is a great difficulty in the way of constructive and profitable debate over the issues, and that is the exceptional complexity of nuclear strategy. Unless these complexities are well understood rational discussion and decision-making are impossible. It is important to understand that assured destruction is the very essence of the whole deterrence concept. We must possess an actual assured-destruction capability, and that capability also must be credible. The point is that a potential aggressor must believe that our assured-destruction capability is in fact actual, and that our will to use it in retaliation to an attack is in fact unwavering. The conclusion, then, is clear: if the United States is to deter a nuclear attack in itself or its allies, it must possess an actual and a credible assured-destruction capability." Document 2 Dr. Norman Borlaug, United States agricultural scientist involved in Green Revolution research, Nobel Peace Prize winner, Nobel Lecture, 1970. "In the developing countries . . . the land is tired, worn out, depleted of plant nutrients, and often eroded; crop yields have been low, near starvation level, and stagnant for centuries. Hunger prevails, and survival depends largely upon the annual success or failure of the cereal crops. For the underprivileged billions in the forgotten world, hunger has been a constant companion, and starvation has all too often lurked in the nearby shadows. To millions of these unfortunates, who have long lived in despair, the Green Revolution seems like a miracle that has generated new hope for the future. The Green Revolution has won a temporary success in man's war against hunger and deprivation; it has given man a breathing space. If fully implemented, the revolution can provide sufficient food for sustenance during the next three decades. But the frightening power of human reproduction must also be curbed; otherwise the success of the Green Revolution will be ephemeral only." Document 3 Paul Kagame, president of Rwanda, "Imperative of Science and Technology in Accelerating African Development" Compton Lecture, Massachusetts Institute of Technology, September 15, 2008 "[The] mobile phone sector . . . has become a critical player not only in spinning off small and medium retail businesses, but also in a spreading wealth via stock ownership in local market and capital markets. In addition, the mobile phone has played a leading role in narrowing the digital divide. Thanks to the internet infrastructure built by these mobile phone companies, the number of internet users in Africa is . . . growing more than three times as fast as the rest of the world. [T]he mobile phone together with the internet, have transformed ways of doing business generally rendering other sectors more efficient and effective. . . . It is necessary to look briefly at their impact on various fields. One such example is the story of micro-entrepreneurs in Rwanda. . . . [A] study found that customers are now able to call in orders and entrepreneurs can reach their suppliers easily and are able to stay in touch with their employees. Most importantly, some of these businesses can respond to orders outside their neighborhood, sometimes nationally, something that was unthinkable before the mobile phone. The MIT study showed how the mobile phone had facilitated the upward social mobility of micro entrepreneurs. One example was a baker in Kigali whose business grew by an estimated 30%, enabling his family to move into a larger and more comfortable home. Similar accounts abound in other parts of Africa. Within the East African region, for example, the Kenya Agricultural Commodity Exchange has reduced barriers between farmers, traders, and consumers. Central to this commodity exchange service seeing over the 5 million subscribers are information kiosks located in rural markets that relay timely market information to computer services or other computer servers. . . . . . . It is important that this agriculture exchange has improved the lives of farmers and their families by up to 25% in terms of income, health, and education. Currently, there are other important uses of mobile telephones in Africa, including retrieving savings, transferring funds, making payments, or accessing student exam results. Document 4 Professor Daniel Headrick, Technology: A World History, Oxford University Press, 2009 But more research was to come in the form of genetically modified crops. Research on plant DNA, started in the 1960s by large agrochemical companies, began yielding impressive results by the 1980s. They produced seeds containing DNA from several different organisms. For example, through gene splicing, DNA from bacteria could make crops resistant to frost or to insect pests. By 1998, 15 percent of the corn, 30 percent of the soybeans, and more than 50 percent of the cotton grown in the USA were genetically modified. The benefits were immediate and obvious: less need for insecticides, fewer crop losses, and more attractive products. Yet genetically modified organisms raised fears. Would the genetic manipulation cause diseases or genetic mutations among humans in the future? Would the alien genes spread to other organisms they were never intended for, such as wild plants? Would genes designed to kill pests also wipe out butterflies and honeybees? Document 5 The global decline of the fertility rate since 1950 Document 6 Twenty-four hours of global air traffic 2016 Document 7 U.S. Food and Drug Administration, Combating Antibiotic Resistance, Oct 29, 2019 Antibiotics are drugs used for treating infections caused by bacteria. Also known as antimicrobial drugs, antibiotics have saved countless lives. Misuse and overuse of these drugs, however, have contributed to a phenomenon known as antibiotic resistance. This resistance develops when potentially harmful bacteria change in a way that reduces or eliminates the effectiveness of antibiotics. Antibiotic resistance is a growing public health concern worldwide. When a person is infected with an antibiotic-resistant bacterium, not only is treatment of that patient more difficult, but the antibiotic-resistant bacterium may spread to other people. Examples of the types of bacteria that have become resistant to antibiotics include those that cause skin infections, urinary tract infections, meningitis, sexually transmitted diseases and respiratory tract infections such as pneumonia. Antibiotics are meant to be used against bacterial infections. For example, they are used to treat strep throat, which is caused by streptococcal bacteria, and skin infections caused by staphylococcal bacteria. Although antibiotics kill bacteria, they are not effective against viruses. Therefore, they will not be effective against viral infections such as colds, most coughs, many types of sore throat, and influenza (flu).