Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
47 Cards in this Set
- Front
- Back
What gave Europeans an advantage and the encounters with people in Asia and Africa during the second half of the 19th century |
The superior organization and discipline of European militaries |
|
in the 19th century European interest in expanding overseas markets was driven by desire to |
Sell surplus manufactured goods |
|
what's highlights the relationship between imperialism and nationalism |
Colonies as symbols of "great power" statue |
|
What was a consequence of the emphasis on cash crop agriculture and European colonies |
The vulnerability of African and Asian farmers to price fluctuations in the international market |
|
What reflects a new element in European views of non Europeans in the 19th century |
The belief that the racial inferiority of non-europeans could be scientifically proven |
|
What's reflects the effects of colonial rule in Africa on the lives of women |
Woman's impoverished families become head of household in the absence of men |
|
Which country played it much more minor role in the second wave of European conquest in the long 19th century than it had played in the first wave during the 16th and 17th centuries |
Spain |
|
What characterized the response of most Asian and African societies to European colonial rule in the 19th century |
accommodations for those who suck on your rule as advantageous and resistance for those who viewed colonial rule a oppressive |
|
How did colonial rule alter ways of working in Africa and Asia in the 19th century |
More people worked on public projects for free |
|
what European colonial Views shape that development of African identity and the 19th century |
The notion of African divided into tribes |
|
The colonization of New Zealand Australia and Hawaii during the 19th century was most similar to the colonization of |
North America in the 17th century |
|
What played a more important role in distinguishing rulers from the colonial subjects and the imperialism of the 19th century than an early instances of imperialism |
Race |
|
In the imperialism of the nineteenth century, how did the number of Europeans settlers in African and Asian colonies generally affect tje extent of racial segregation and discrimination? |
Colonies with a large European settler population experienced more racial discrimination and racial segregation |
|
What describes the model for social development preferred by Europeans for their colonies |
Traditional rural societies with their established authorities and social hierarchies |
|
The spread of Christianity in Africa was facilitied by its association with |
Modern education |
|
In the nineteenth century, Europeans and Americans viewed imperialism as |
a "civilizing mission" |
|
How did Charles Darwin's ideas on evolution influence Western imperialism |
They were used to justify the displacement or destruction of "weak" races. |
|
How did the spread of Western education affect colonial society |
It created a new elite who saw themselves as a modernizing vanguard in the regeneration of their societies |
|
How were the colonial takeovers of India and Indonesia during the long nineteenth century similar |
In both, colonial conquest grew out of earlier interaction with European trading firms |
|
What characterized the "scramble for Africa" that led to the partition of nearly all of Africa among European colonial powers |
The peaceful negotitations among the competing European states over "who got what" |
|
In what respect were Ethiopia's and Siam's (Thailand) encounters with European imperialism in the long nineteenth century similar? |
Both avoided the colonization to which their neighbors succumbed |
|
What represents the imperialist actions of a country outside of Europe |
Japan's takeover of Taiwan and Korea |
|
European colonial rule in the nineteenth century generally depended upon and reinforced the power of which segment of Asian and African societies |
The most conservative |
|
What is an example of resistance to colonial rule in the nineteenth century |
The Indian Rebellion |
|
What was a distinctive feature of European colonial rule in the nineteenth century |
The counting and classification of colonial population |
|
What reflects a contradiction in Western imperialism in the nineteenth century |
European reluctance to encourage modernization in their colonies |
|
What elements of the modernizing process did colonial rule convey on colonies |
Communication and transportation infrastructure |
|
What represented a form of forced labor in colonial economies in the nineteenth century |
Statue labor in French Africa |
|
What resulted from the employment of colonial subject in European-owned plantations, mines, construction projects, and businesses |
Migration of colonial subjects to work sites overseas |
|
What was a consequence of nineteenth- century European imperialism on the colonial societies of Asia and Africa |
The integration of Asian and African economies into a global network of exchange centered in Europe |
|
In Visual 18.4, what is the significance of the British and French soliders toasting one another |
To highlight the common interests of the British collaborated to squash all signs of resistance in North Africa |
|
The painting of the Battle of Adowa in Visual Source 18.5 depicts the victory of which country |
Ethiopia |
|
What was a major similarity among European colonial empires in the Americas in the period 1450-1750 |
Enslavement of Africa people and subjugation of Ameriandians |
|
The quotation above by an early- twentieth century Chinese revolutionary illustartes the influence of |
Social Darwinism |
|
What best supports the contentions of the world economic theory in the passage |
Latin Americaa exported sugar and silver and imported manufactured items |
|
What statements would challenge the arguments made in the passage |
Strong government in the slave-exporting regions of West Africa |
|
A historian researching tje effects of Christian missionaries' activities on local structures in late-nineteenth-century Africa would probably find what sources most useful |
African accounts of converting to Christianity |
|
What scientific conceptsbhad the greatest role in providing a justification for imperialism in the late nineteenth and early twentieth centuries |
Charles Darwin's theory of evolution |
|
What contributed the most to the growth of the movement to abolish slavery in the Atlantic world |
The adaptation of Enlightenment ideas challenging established social hierarchies |
|
The maps of africa above best explain what about Africa history in the twentieth century |
Why African state - building efforts have been hindered by the persistence of political boundaries inherited from the colonial era |
|
The photo, showing skin-tone evaluation performed on an Indonesian inmate in a Dutch colonial prison in 1933, most clearly exemplifies what |
Influence of scientific theories on race |
|
The economies of the southern colonies of colonial British America developed most like colonial economies in |
The Caribbean and Brazil |
|
Between 1500 and 1800, Europeans were primarily interested in tropical colonies in the Atlantic and Indian Oceans and in the Caribbean because |
Large profits could be made from products like sugar, coffee, and pepper |
|
What facilitied European expansion in Asia in the nineteenth century |
Europe's development of new military technologies |
|
What is an illustration of this world economy theory |
Latin America exported sugar and silver and imported manufactured items |
|
What would complicate generalizations made from this world economy theory |
Strong government in the slave-exporting regions of West Africa |
|
What would illustrate an objections to this world economy theory |
The development of manufacturing in colonial latin america |