AP World History MCQ Practice — Unit 6: Consequences of Industrialization (1750–1900) (Part B)¶
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创建日期: 2026-03-04 最后更新: 2026-03-16
使用说明¶
- 题目数量：37 道选择题（Multiple Choice Questions）
- 建议用时：37 分钟（1 分钟/题，模拟 AP 考试节奏）
- 来源：AP Classroom Official Scoring Guide
- 答案位置：每题下方附 Answer
- 覆盖范围：Unit 6: Consequences of Industrialization (1750–1900)
- 本部分：Part B（37 题）
P245-Q38. In the late nineteenth century, which of the following would most motivate the Dutch to continue to expand their presence in Indonesia?
(A) The acquisition of natural resources for manufacturing (B) The growing competition with Spanish and Portuguese colonial empires (C) The example of Japanese modernization during the Meiji Restoration (D) The emergence of nationalism in Indonesia
Answer: (A)
PHOTOGRAPH OF A FRENCH SCHOOL IN ALGIERS, INCLUDED IN A FRENCH GOVERNMENT PUBLICATION SHOWING SCENES FROM COLONIAL ALGERIA, 1857 Private Collection / Archives Charmet / Bridgeman Images The title of the photograph is “French Arab School in Algiers Under the Supervision of the Colonial Arab Bureau, Class Taught by Monsieur Depielle.” The writing on the chalkboard reads: “My children, love France, your new homeland.”
P245-Q39. The photograph best illustrates which of the following aspects of European colonial policies in nineteenth-century Africa?
(A) European states attempting to encourage colonial populations to emigrate (B) European states attempting to spread Christianity among colonial populations (C) European states imposing democratic systems of government in order to prepare colonial populations for self-rule (D) European states imposing their culture in an attempt to spread their values among colonial populations
Answer: (D)
P246-Q40. The ability of the French colonial government in Algeria to establish schools for the native Algerian population can best be seen as part of which of the following broader developments in European colonialism in the late nineteenth century?
(A) Some European states established trading-post empires. (B) Some European states strengthened their control over their existing colonies. (C) Some European states faced native resistance to their colonization efforts. (D) Some European states used Social Darwinism to justify their military subjugation of colonial peoples.
Answer: (B)
P246-Q41. The rapid expansion of European empires in Africa in the late nineteenth century is best explained in the context of which of the following?
(A) Economic competition between European states fostering the creation of transnational business that sought to exchange raw materials from Europe for finished goods from colonies (B) Political rivalries between European states encouraging diplomatic agreements that reserved colonies for European powers (C) Rapid population increases in European colonies in Asia encouraging European states to create new colonies for migrants to settle (D) Revolutions in Europe leading European states to seek troops from colonial populations
Answer: (B)
ANNUAL REVENUES AND EXPENDITURES OF THE AFRICAN FRENCH COLONY OF TOGO, 1938 (in French francs)
Revenues
| Category | Amount |
|---|---|
| Direct taxes on the people | 7,933,000 |
| Taxes on domestic production and imports | 22,870,000 |
| Revenue from postal service and telegraph | 1,130,000 |
| Funds from the French colonial budget | 8,744,000 |
| Other income | 3,380,000 |
| TOTAL | 44,057,000 |
Expenditures
| Category | Amount |
|---|---|
| Colonial official salaries and other expenses | 17,600,000 |
| Public works, communication and infrastructure | 4,885,000 |
| Sleeping sickness-related personnel and other medical costs | 2,700,000 |
| Other expenditures | 15,259,000 |
| TOTAL | 40,444,000 |
The figures are from a report of the Togo colonial government to the Ministry of Colonies in Paris.
P247-Q42. The revenues section of the table can best be used to illustrate which of the following continuities between pre-1900 and post-1900 European imperialism?
(A) Competition between European colonial powers encouraged imperial expansion. (B) Some African peoples successfully resisted colonial economic exploitation. (C) Colonial powers directly subsidized most of the expenditures needed to maintain their colonies. (D) Colonial powers sought to extract wealth and economic resources from the colonized peoples.
Answer: (D)
P247-Q43. Which of the following pieces of data from the table most directly contradicts the claims of European imperial powers that colonies existed for the benefit of the colonized?
(A) Colonized peoples were expected to pay taxes to support the colonial government. (B) Expenditures on administrative salaries were far greater than what was spent on public works and infrastructure. (C) The colonial government received income from the postal system and from telegraph services. (D) A significant portion of the colonial budget was provided by the French government.
Answer: (B)
“Historically, economic motives have always loomed large in the process of empire building. Every student of African history concedes the primacy of economic interests in the rise of the great empires during Africa’s golden age [circa 900–1400]. The historical explanations of their decline and fall have always had a strong economic orientation, but the correlation between economics and the rise and fall of empires is not a phenomenon peculiar to African history: it is a general historical phenomenon. Since the beginning of history, Africa has faced an assortment of foreign conquerors all initially driven by stories of its enormous wealth—real or imaginary—to invade the continent. Whether similar impulses drove the European conquerors of Africa in the nineteenth century has been the subject of great historical debate. . . . Economic factors, social conditions, and politics are delicately connected. The historian who discusses the one in isolation of the others does so at his peril.” Godfrey Uzoigwe, Nigerian historian, Britain and the Conquest of Africa, 1974
P248-Q44. Which of the following best describes the author’s main argument in the passage?
(A) European imperialism in the nineteenth century can be explained exclusively through economic factors. (B) The economic explanation of the rise of empires in Africa is incorrect. (C) The economic explanation for the rise and fall of empires is more useful in studying African history than it is for studying other world regions. (D) Economic motives explain much of the motivation for imperial expansion in Africa but cannot be entirely separated from other motives. Poem 1
Answer: (D)
Poem 1 “The world calls us coolie. Why doesn’t our flag fly anywhere? How shall we survive, are we slaves forever? Why aren’t we involved in politics? From the beginning we have been oppressed. Why don’t we even dream of freedom? Only a handful of oppressors have taken our fields. Why has no Indian cultivator risen and protected his land? Our children cry out for want of education. Why don’t we open science colleges?” An insulting term for South or East Asian manual workers Poem 2 “Why do you sit silent in your own country You who make so much noise in foreign lands? Noise outside of India is of little avail. Pay attention to activities within India. You are quarreling and Hindu-Muslim conflict is prevalent. The jewel of India is rotting in the earth because you are fighting over the Vedas and the Koran. Go and speak with soldiers. Ask them why they are asleep, men who once held swords. Muslim, Hindu, and Sikh heroes should join together. The power of the oppressors is nothing if we unitedly attack him. Indians have been the victors in the battlefields of Burma, Egypt, China and the Sudan.”
P249-Q45. In Poem 1, the sentiments regarding education and politics are best understood in the context of which of the following?
(A) The persistence of slavery in spite of the abolitionist movement in the British Empire (B) The growth of women’s movements pushing for greater education and domestic rights (C) The British failure to provide mass education in India, for fear that doing so would encourage resistance against imperial rule (D) The revival of traditional Hindu and Muslim religious beliefs in India
Answer: (C)
P249-Q46. In the nineteenth and early twentieth centuries, Social Darwinists made which of the following arguments?
(A) All people should be treated equally. (B) Human evolution had reached the point where competition was no longer necessary. (C) Theories of natural selection could be applied to nations, races, and social classes. (D) Interracial marriage should be encouraged.
Answer: (C)
“The Crimea!* Once a flourishing and wealthy colony of ancient Greeks, a trade hub for Venetians and Genoese, a center of sciences and the arts! In time, however, it fell to the Mongols, became a haven for robbers, and, under the crescent flag of Islam, began to be a place where Christians were persecuted. Despite being rich in natural resources and blessed by a favorable geographical location and a mild climate, the peninsula grew poor, lost its significance, and became a threatening neighbor to the Christian kingdoms of the Caucasus, to Poland, and especially to Russia.
But one hundred years ago, in its forward march to the south, to its natural borders, reclaiming the right to its ancient lands, our empire took possession of the Crimea and restored it to its ancient state of enlightenment and peace. In the past one hundred years, many cities in the European style were built, ports were opened, good roads were constructed and, most importantly, numerous educational institutions were established that spread the light of knowledge and science among the Muslim Crimean Tatars who, until now, had dwelled in ignorance. In Crimea arrived the happiest of days!”
*A peninsula on the northern shore of the Black Sea; the Crimea was ruled by a native Muslim dynasty subordinate to the Ottoman Empire until 1783, when it was annexed by Russia.
A. Ivanov, Russian writer, A Century Since the Integration of the Crimea into Russia, book published in Russia in 1883
P250-Q47. The expansion of the Russian Empire in the late eighteenth and nineteenth centuries is primarily explained in the context of which of the following global developments?
(A) European states using their control over maritime trade routes to impoverish non-European societies (B) European states using joint-stock companies to expand their economic and political dominance over non-European societies (C) European states taking advantage of religious conflicts in non-European societies to expand their influence (D) European states acquiring growing technological and military advantages over non-European societies to expand their power
Answer: (D)
P250-Q48. The second paragraph best provides information about the way in which states in the nineteenth century
(A) used Enlightenment ideas to justify their attempts to convert conquered populations to Christianity (B) attempted to consolidate their conquests by enrolling local populations into imperial service (C) justified territorial expansion by claiming that they were bringing progress to conquered regions (D) facilitated cultural exchange between different religious groups to conquer neighboring states
Answer: (C)
P250-Q49. In its description of the condition of the Crimean Tatars, the second paragraph most directly provides evidence of the influence of which of the following?
(A) Laissez-faire liberalism (B) The ideology of nationalism (C) The concept of the civilizing mission (D) The racial theory of Social Darwinism
Answer: (C)
JAPANESE ECONOMIC DEVELOPMENT 1890–1975
| Year | Real Per Capita Income (in dollars) | Industrial Production as a Percentage of Gross National Product | Heavy Industry as a Percentage of Industry |
|---|---|---|---|
| 1890 | 57 | 9.8% | 12.1% |
| 1900 | 81 | 29.8% | 17.5% |
| 1910 | 88 | 23.1% | 31.9% |
| 1920 | 112 | 27% | 46% |
| 1930 | 192 | 28.6% | 50% |
| 1938 | 225 | 34.5% | 63.2% |
| 1948 | 128 | 30.8% | 56% |
| 1958 | 276 | 33.5% | 57.7% |
| 1968 | 750 | 38% | 71% |
| 1975 | 1500 | N/A | 74.4% |
Source: Adapted from William V. Rapp, "Firm Size and Japan's Export Structure." Found online at https://web.njit.edu/~rappw/C-061.pdf.
P251-Q50. Which of the following was the most direct political consequence of Japan’s attempts to sustain the economic trend shown in the table for the period 1930–1938 ?
(A) Japan expanded the voting franchise to the middle class and women. (B) Japan engaged in imperial expansion to acquire access to raw materials. (C) Japan passed a constitution that limited the authority of the emperor and thereby increased the power of commercial interests in parliament. (D) Japan supported League of Nations resolutions that called upon Western powers to grant independence to their colonies.
Answer: (B)
P252-Q51. In the Japanese print above of the war between China and Japan (1894-1895), the artist suggests that the
(A) Chinese were brave and honorable opponents (B) Japanese fought by using time-honored samurai tactics and weapons (C) Japanese showed their mastery of Western technology, dress and military bearing (D) Chinese actively sought foreign help against the Japanese
Answer: (C)
“I have longed to make the acquaintance of a ‘modern girl,’ that proud, independent girl who has all my sympathy! I do not belong to the Indian world, but to that of my sisters who are struggling forward in the distant West. If the laws of my land permitted it, I would be like the new woman in Europe; but age-long traditions that cannot be broken hold us back. Someday those traditions will loosen and let us go, but it may be three, four generations after us. Oh, you do not know what it is to love this young, new age with heart and soul, and yet to be bound hand and foot, chained by all the laws, customs, and conventions of one’s land. All our institutions are directly opposed to the progress for which I so long for the sake of our people. Day and night I wonder by what means our ancient traditions could be overcome. But it was not the voices alone which reached me from that distant, bright, new-born Europe, which made me long for a change in existing conditions for women. Even in my childhood, the word ‘emancipation’ enchanted my ears and awakened in me an ever- growing longing for freedom and independence—a longing to stand alone.” Raden Adjeng Kartini, Javanese noblewoman in Dutch Indonesia, letter to a friend, Java, 1899
P252-Q52. Which of the following best explains Kartini’s familiarity with the ideas regarding social roles that she discusses in her letter?
(A) The expansion of public education systems as governments increasingly centralized (B) The spread of Enlightenment thought as empires consolidated control over their territories (C) The development of new mass media technologies such as radio (D) The increasing overseas migration of Asians as laborers in European colonies
Answer: (B)
Source 1: “Any attempt on our part to improve nutrition in Gambia by increased cultivation of foodstuffs will no doubt have to come at the expense of the cultivation of cash crops and would therefore have the adverse economic consequence, in the early stages, of reducing the revenue of the colony. It is hoped, however, that this would be offset by an improvement in the health of the people, leading in time to increased strength and activity which might encourage Gambian farmers to cultivate both more extensively and more intensively than they do at present, resulting ultimately in greater production of cash crops.” Letter from the British governor of the West African colony of Gambia to the British Committee on Nutrition in the Colonial Empire, 1936 Source 2: “Improvements in nutrition in Kenya must, as a matter of greatest importance, involve efforts to educate African women, to whom falls the care of the home and children. The African housewife is no less a creature of domestic habits and prejudices than her European counterpart, and her support has to be enlisted if progress is to be made in any of the activities surrounding nutrition. She plays a predominant part in such matters, being in most cases the cultivator as well as the cook.” Letter from a Kenyan medical officer to the British Committee on Nutrition in the Colonial Empire, 1937
P253-Q53. Which of the following best summarizes the two plans for improving nutrition in Britain’s colonies?
(A) Both sources emphasize the need to expand economic production in the colonies. (B) Both sources emphasize the need to educate farmers in order to improve agricultural practices. (C) Both sources emphasize the need to respect traditional African economic practices and gender norms. (D) Both sources emphasize the need to enlist the cooperation of Africans in implementing colonial policies.
Answer: (D)
P253-Q54. The two passages best represent which of the following justifications for European imperialism?
(A) The idea that the colonies would provide opportunities for the settlement of European farmers (B) The nationalist competition among European states over colonial territory (C) The concept of the European mission to civilize colonized peoples (D) The acquisition of new markets and territories
Answer: (C)
“[Nineteenth-century] Indian liberal ideas, I argue, were foundational to all forms of Indian nationalism and the country’s modern politics. Yet Indian liberalism was both wider in scope, and more specific in its remedies, than what is commonly called nationalism. To put it in its most positive light, Indian liberalism represented a broad range of thought and practice directed to the pursuit of political and social liberty. Its common features were a desire to re-empower India’s people with personal freedom in the face of a despotic government of foreigners, entrenched traditional authority, and supposedly corrupt domestic or religious practices. Indian liberals sought representation in government service, on grand juries and, later, on elective bodies. They demanded a free press, freedom of assembly and public comment. Liberals broadly accepted the principle of individual property rights, subject to various degrees of protection for the masses against economic exploitation. Liberals emphasized education, particularly women’s education. Educated women would help to abolish domestic tyranny, reinstate the ancient Hindu ideal of companionate marriage and improve the race. But a fine line was to be drawn between instructing women and permitting excessive license in gender relations, which was seen as a Western corruption.” Christopher Bayly, British historian, Recovering Liberties: Indian Thought in the Age of Liberalism and Empire, 2012
P254-Q55. The spread of the liberal ideas discussed in the passage was most directly a result of which of the following?
(A) The influence of European political and educational institutions facilitated by British imperial policies in India (B) The revival of traditional Hindu social structures as a reaction against British influence in India (C) The example of American revolutions influenced by Enlightenment principles (D) The return of overseas migrants from plantations in the Pacific and Caribbean
Answer: (A)
“Italy has 108 inhabitants per square kilometer. In proportion to its territory, only three countries in Europe surpass Italy in population density: Belgium, the Netherlands, and Great Britain. Every year, 100,000 farmers and agricultural laborers emigrate from Italy. Italy witnesses its place in the family of civilized nations growing smaller and smaller as it looks on with fear for its political and economic future. In fact, during the last eighty years the English-speaking population throughout the world has risen from 22 to 90 million; the Russian-speaking population from 50 to 70; and so forth, down to the Spanish population who were 18 million and are now 39. On the other hand, the Italian-speaking population has only increased from 20 to 31 million. At first, our emigrants were spreading Italy’s language in foreign countries, but since then, their sons and grandsons ended up forgetting the language of their fathers and forefathers.
Realizing that our mistakes have cost us so much in the past and continue to cost us today, I believe that it is less secure and more expensive for our people to continue to try to eke out a living from barren land in Italy than to establish a large and prosperous agricultural colony in Eritrea.*”
*an Italian colonial territory in northeast Africa
Ferdinando Martini, governor of the Italian colony of Eritrea, Concerning Africa, 1897
P254-Q56. Italian and German imperial presence in Africa were similar in that both countries
(A) saw African colonies as secondary to their interests in Asia (B) were newly unified nations that began colonizing later than other European powers (C) primarily used their colonies in Africa to spread Christianity (D) invested heavily in African infrastructure and economic development
Answer: (B)
P255-Q57. Martini’s argument in the second paragraph most clearly refers to the late-nineteenth-century belief that imperialism was a useful way to
(A) relieve overcrowding and land shortages in European countries (B) secure raw materials for European factories (C) promote scientific and technological progress (D) “civilize” native populations through social change
Answer: (A)
P255-Q58. Based on an analysis of the Japanese currency used during the Meiji period (1868—1912) shown above, which of the following is the primary message conveyed by the engraving?
(A) The Japanese government considered its geographical proximity to China to be of primary importance. (B) The Japanese government focused its expansionist policy on Australia and New Zealand. (C) The Japanese government saw itself as a major Pacific power. (D) The Japanese government was eager to develop trade ties with the United States.
Answer: (C)
Source 1 Women, a warning. Leave not your homes without good reason You may go out to get food or to seek education. In Islam, it is a religious duty to seek knowledge Women may leave their homes freely for this. Repent and behave like respectable married women You must obey your husbands’ lawful demands. You must dress modestly and be God-fearing. Any woman who refuses, receives no benefit, The merciful Lord will punish her. I have written this poem as a warning For you to put to good use in the community of believers. Nana Asma’u, Nigerian Muslim princess and daughter of the founder of the Sokoto Caliphate, poem, 1856 Source 2 Girls used to be exchanged for a herd of camels and goats. But the religion we learned and the Qur’an do not allow this. Today we have no need for men who sell what they do not own And for this old-fashioned trading of women. First get some education and learn how to read and write. Don’t try to turn back people who have woken up! Somali oral poem expressing a woman’s perspective, circa 1960
P256-Q59. Which of the following historical developments in the late nineteenth century and early twentieth century would have been most likely to undermine the author’s vision of Nigerian society as expressed in Source 1 ?
(A) Greater global integration resulted in the spread of ideas based on social equality. (B) An increase in African migration to European cities disrupted traditional African social structures. (C) The outbreak of the First World War led to the spread of Christianity across Africa. (D) The spread of communist ideas weakened the appeal of religion.
Answer: (A)
P256-Q60. Which of the following is an accurate description of relations between European states and the Ottoman Empire in the period 1815 to 1914 ?
(A) The Ottomans were expanding at the expense of Russia, England, and France. (B) Russian, English, and French expansion came at the expense of the Ottomans. (C) The Ottomans, in alliance with the Russians, English, and French, sought to impede German unification. (D) The Ottomans supported nationalism in the Balkans to destabilize Europe. (E) The Ottomans and the French cooperated in colonizing North Africa.
Answer: (B)
P257-Q61. Which of the following was among the first results of the European Industrial Revolution in other parts of the world?
(A) The beginning of the transatlantic slave trade (B) Increased demand for commodities such as cotton and palm oil (C) The search for oil in Africa, Asia, and Latin America (D) Construction of textile factories in Africa and Asia (E) The partition of Africa by European imperial powers
Answer: (B)
“It is not too much to hope that, with the building of a branch railway to this region, European piece goods might be imported so as to undersell the native cloth. And the effect would be that not only would a larger supply of the raw material be obtained—for the cotton that is now spun into yarn in Berar would be exported—but also the large local population now employed in spinning and weaving would be made available for agricultural labor, and thus the jungle land might be broken up.” Harry Rivett-Carnac, British cotton commissioner for Berar province, India, annual report, 1869
P257-Q62. A historian interpreting the policies advocated for in the passage would most likely argue that they are best explained in the context of which of the following?
(A) The decreasing importance of mercantilist policies in the development of the global economy (B) The importance of raw materials to the development of industrial economies (C) The growing importance of Social Darwinist ideology in the development of imperial economies (D) The importance of access to coerced labor in the development of industrial economies
Answer: (B)
P257-Q63. On a global scale, the implementation of the types of policies that Rivett-Carnac advocated for in the passage is most significant in that it directly led to the
(A) dramatic increase of migrants from colonial societies to imperial metropoles (B) growth of nationalist movements in colonial societies against imperial rule (C) increased influence of laissez-faire economic philosophies among nationalist leaders in colonial societies (D) growth of labor union membership among colonial populations
Answer: (B)
P257-Q64. Rivett-Carnac’s point of view is directly relevant in understanding all of the following features of the report EXCEPT
(A) the fact that the report expresses hope that the railroad will allow more cotton to be exported out of Berar province (B) the fact that the report claims that the railroad will have the effect of more labor being available for cotton cultivation (C) the fact that the report states the railroad would lead to a reduction in the area of Berar covered by jungle (D) the fact that the report envisions that the railroad will be used to import British textiles that would undersell Indian-made cloth
Answer: (C)
Indian-made cloth “With the powerful help of the Catholic Church and the religious orders, the Portuguese were able to impose their language and culture on a considerable portion of Brazil [by 1700]. Even the [colonial] elite had no educational opportunities in Brazil beyond . . . secondary school. Their only alternative was to leave Brazil for Coimbra University [in Portugal], where one hundred of the sons of the colonial Brazilian elite studied law or medicine during the colonial period. Even Coimbra was a very narrow window onto the intellectual revolution that was transforming the rest of Europe. The luckiest of the lucky young colonialists took a diversion to France, which by the early eighteenth century was caught up in the ferment of the Enlightenment. By the late 1700s, the . . . Portuguese influence began to lift, as the colonial elite began to produce its own literature. To this emerging literary tradition was added the beginnings of a popular culture. The first component—religious festivals . . . and a folklore that revolved around religious holidays—was imported from the Portuguese. . . . To this was added the Indian and African presence, which furnished the foundation for the rich tradition of popular music and dance in modern Brazil. In part, this evolution came about because Brazil had become richer and more important than the mother country. Portugal’s fate was now tied to the wealth of its American colony, rather than the other way around.” Thomas Skidmore, United States historian, excerpt from academic book, Brazil: Five Centuries of Change, 1999
P258-Q65. The changing relationship between Portugal and Brazil described in the passage can best be understood in the context of which of the following developments after 1750 ?
(A) The onset of Latin American independence movements (B) The emergence of the Industrial Revolution in Brazil (C) The expansion of the Portuguese Empire in Central America (D) The decline of nationalism in Brazil as a popular ideology
Answer: (A)
P258-Q66. Social Darwinism was used to justify which of the following during the nineteenth century?
(A) Latin American independence movements (B) Domestic reforms in Meiji Japan (C) British colonization of India (D) Russian utilization of coerced peasant labor
Answer: (C)
P260-Q67. During the nineteenth century, which of the following most directly motivated the major expansion of imperial territories in Southeast Asia as shown in Map 1 ?
(A) The influence of Christian missionary groups (B) The desire to extract resources and raw materials (C) Profits from the global trade in spices and textiles (D) Threats by Asian states to European transoceanic trade
Answer: (B)
P260-Q68. The division of islands such as Borneo, New Guinea, and Timor on both maps best reflects which of the following?
(A) Borders established by early Southeast Asian kingdoms and empires (B) Natural physical boundaries such as rivers and mountains (C) Significant linguistic, ethnic, or cultural divisions between the inhabitants (D) Conquest by and competition between colonial empires
Answer: (D)
“It is not surprising that your nation [Japan] considers it its mission to unite and lead Asia. The European nations, for all their differences, are united like a single country in their attitude towards the non-Europeans. If, for instance, the Mongolians threatened to take a piece of European territory, all the European countries would make common cause to resist them. But Japan cannot stand alone. She would be bankrupt in competition with a united Europe, and she could not expect support in Europe. It is natural that she should seek it in Asia, in association with a free China, Thailand, and, perhaps, in the ultimate course of things, a free India. An associated Asia would be a powerful force. Of course, that is to look a long way ahead, and there are many obstacles in the way, notably the absence of a common language and the difficulty of communication. But—from India through Thailand to Japan—we are, I believe, kindred peoples, having in common possession so much religion, art, philosophy.” Rabindranath Tagore, Indian poet and Nobel Prize in Literature recipient, excerpt from a speech given while on a tour of Japan, 1916
P260-Q69. Which of the following developments in the late 1800s and early 1900s most directly challenges the author’s argument regarding the role of Japan in Asia?
(A) Japanese imperial expansion into Asian territories such as Taiwan and Korea (B) Resistance to modernization by traditional Japanese elites (C) Meiji Japan’s success in developing an industrial economy (D) The adoption of a parliamentary political system
Answer: (A)
P262-Q70. All of the following developments in the nineteenth century directly contributed to the political situation in Africa as depicted on Map 1 EXCEPT
(A) increasing demand for raw materials for factories in Europe (B) diplomatic and strategic rivalries between European states (C) the increasing popularity of Social Darwinist ideas in Europe (D) the global spread of radical Marxist ideologies
Answer: (D)
The biological fact of race and the myth of “race” should be distinguished. For all practical social purposes “race” is not so much a biological phenomenon as a social myth. The myth of “race” has created an enormous amount of human and social damage. In recent years it has taken a heavy toll in human lives and caused untold suffering. A. According to present knowledge there is no proof that the groups of mankind differ in their innate mental characteristics, whether in respect of intelligence or temperament. B. There is no evidence that race mixture as such produces bad results from the biological point of view. C. All normal human beings are capable of learning to share in common life, to understand the nature of mutual service and reciprocity, and to respect social obligations and contracts. United Nations Educational, Scientific, and Cultural Organization (UNESCO), statement about the “science of race,” 1949
P262-Q71. The declaration can best be understood as a rejection of which of the following ideals?
(A) The belief that some groups of people are inherently superior to others (B) The belief that all cultures have intrinsic value (C) The belief that race is a social construction (D) The belief that the concept of race has had a major impact on human interactions
Answer: (A)
P262-Q72. Which of the following best characterizes Western imperialist expansion in the late nineteenth century?
(A) Western fears of the spread of Japanese influence (B) Western investment to create self-sufficient economies in the new colonies (C) An unprecedented amount of territory colonized in a short period of time (D) The establishment of political institutions to resolve ethnic and religious conflicts within colonies (E) The decline of British and United States influence in international affairs
Answer: (C)
P263-Q1. “We have heard that in your own country opium is prohibited with the utmost strictness and severity — this is a strong proof that you know full well how hurtful opium is to humans. Since you do not permit it to injure your own country, you ought not to have the injurious drug transferred to another country, and above all other, not to China!” Qing government commissioner Lin Zexu to Queen Victoria of Great Britain, 1839 In the passage above, Lin Zexu is asking that the British do which of the following?
(A) Provide treatment for opium addicts in China (B) Ban the sale of opium by British merchants in China (C) Prevent all foreign trade from entering China (D) End the concessions made to Britain during the Opium Wars
Answer: (B)
P263-Q2. A historian researching factors that contributed to the rise of industrial production in the eighteenth and nineteenth centuries would find which of the following types of sources most helpful?
(A) Records of labor and trade union meetings (B) A tally of political speeches in favor of versus those opposed to colonial expansion (C) Data on migration of rural populations to urban areas (D) Data on prices of luxury goods
Answer: (C)
P263-Q3. A historian researching international migration patterns of the nineteenth century would find which of the following sources most useful?
(A) Census records from New York and Buenos Aires detailing the birthplaces of individuals (B) The diary of a German coal miner who emigrated to Canada (C) Letters from an East Asian migrant to the Caribbean to his family back home (D) A British factory’s invoices and its shipping and tax records
Answer: (A)