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1 | |
Which of the following is not mentioned in the textbook as an example of an empire? |
| | A) | French empire |
| | B) | British empire |
| | C) | Yanomami empire |
| | D) | Egyptian empire |
| | E) | Greek empire |
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2 | |
Which of the following countries was not colonized by Great Britain? |
| | A) | Brazil |
| | B) | Canada |
| | C) | India |
| | D) | Australia |
| | E) | New Zealand |
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3 | |
What was the intervention philosophy of Great Britain? |
| | A) | manifest destiny |
| | B) | white man's burden |
| | C) | fifty-four forty or fight |
| | D) | civilizing mission |
| | E) | forty acres and a mule |
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4 | |
What was the primary factor behind the expansion of the French empire? |
| | A) | the church |
| | B) | the state |
| | C) | the military |
| | D) | trade |
| | E) | All of the above factors were responsible for the expansion of the French empire. |
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5 | |
When did the French empire begin to fall apart? |
| | A) | after the French and Indian War |
| | B) | after the French Revolution |
| | C) | after World War I |
| | D) | after World War II |
| | E) | after the Sino-Japanese War |
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6 | |
What were the two forms of colonial rule used by the French empire? |
| | A) | peripheral and tangential rule |
| | B) | autonomous and semiautonomous rule |
| | C) | autochthonous and indigenous rule |
| | D) | direct and indirect rule |
| | E) | sequential and simultaneous rule |
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7 | |
What did the French colonial census do to ethnic groups in Madasgacar? |
| | A) | It crystallized a series of ethnic groups that had been less distinct previously. |
| | B) | It replaced all of the indigenous ethnic identities with a tabla raza. |
| | C) | It had no effect on the ethnic groups in Madagascar. |
| | D) | It over-counted large portions of the urban sectors of the country because the French assumed they lacked ethnicity. |
| | E) | All of the above were the result of the French colonial census. |
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8 | |
Traditionally, what was the difference between Hutus and Tutsis? |
| | A) | Traditionally, Hutus were foragers while the Tutsis were pastoralists. |
| | B) | Traditionally, Hutus lived in cities while the Tutsis lived in the countryside. |
| | C) | Traditionally, Hutus were agriculturalists while the Tutsis were pastoralists. |
| | D) | Traditionally, Hutus were fishermen while the Tutsis were pastoralists. |
| | E) | Traditionally, Hutus lived in the countryside while the Tutsis lived in cities. |
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9 | |
Which of the following countries was a nonsettler colony? |
| | A) | India |
| | B) | Senegal |
| | C) | Madagascar |
| | D) | Pakistan |
| | E) | All of the above were nonsettler colonies. |
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10 | |
Which of the following is not one of the common questions addressed in postcolonial studies? |
| | A) | How did colonization affect colonized people? |
| | B) | How can colonization be made more efficient in the future? |
| | C) | How did colonized groups resist colonial control? |
| | D) | How do gender, race, and class function in postcolonies? |
| | E) | How have colonial education systems influenced the postcolonies? |
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11 | |
What is development anthropology? |
| | A) | The branch of biological anthropology that focuses on human development. |
| | B) | The branch of applied anthropology that focuses on social issues in, and the cultural dimension of, economic development. |
| | C) | The branch of medical anthropology that focuses on the social issues in, and the cultural dimension of childbirth. |
| | D) | The branch of cultural anthropology that focuses on the social issues in, and the cultural dimension of, the development of oral traditions. |
| | E) | The branch of linguistic anthropology that focuses on the development of language. |
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12 | |
Which of the following was not one of the consequences of the introduction of sisal into the sertão region of Brazil? |
| | A) | An increase in gender equality. |
| | B) | A widening of wealth differences. |
| | C) | A decrease in the nutrition of sisal workers. |
| | D) | Increased social stratification. |
| | E) | A shift from subsistence farming to cash cropping. |
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13 | |
Which of the following was not one of the problems that the green revolution encountered in Java? |
| | A) | The failure of local officials to circulate information about the program. |
| | B) | Some of the pesticides killed fish and destroyed an important protein source. |
| | C) | Fraudulent agencies were set up and swindled money intended for the peasants. |
| | D) | Reluctance on the part of the peasants to take risks. |
| | E) | All of the above were problems that the green revolution encountered in Java. |
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14 | |
What commonly happens as the result of introducing new technologies into traditional economies with a preexisting uneven distribution of resources? |
| | A) | There is greater equity in the community. |
| | B) | There is a decrease in social stratification. |
| | C) | There is no change in the social stratification. |
| | D) | Wealth disparities within the community increase. |
| | E) | These technologies are incorporated without changing any aspect of the community. |
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15 | |
What is the most humane and productive strategy for development programs in non-Western communities? |
| | A) | Base the social design for innovation on cooperative models from former socialist countries. |
| | B) | Base the social design for innovation on models that generate individual cash wealth through exports. |
| | C) | Base the social design for innovation on traditional social forms in each target area. |
| | D) | Base the social design for innovation on models that eradicate local traditions. |
| | E) | Nations of the First World should leave non-Western communities alone and stop trying to introduce development programs. |
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2002 McGraw-Hill Higher Education