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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 | |
At its peak about 1914, the British Empire covered _____ of the world's land surface and ruled _____ of its population. |
| | A) | half, half |
| | B) | all, all |
| | C) | 3/4, 1/4 |
| | D) | 1/5, 1/4 |
| | E) | 1/4, 1/5 |
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| 4 | |
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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| 5 | |
What was the primary factor behind the expansion of the British Empire? |
| | A) | the church |
| | B) | the military |
| | C) | business interests |
| | D) | the crown |
| | E) | the parliament |
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| 6 | |
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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| 7 | |
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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| 8 | |
What was the intervention philosophy of France? |
| | A) | c'est la vie |
| | B) | mission civilisatrice |
| | C) | vive la France |
| | D) | voulez-vous couchez avec moi |
| | E) | le roi est mort |
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| 9 | |
Traditionally, what was the difference between Hutus and Tutsis? |
| | A) | Hutus were foragers while the Tutsis were pastoralists. |
| | B) | Hutus lived in cities while the Tutsis lived in the countryside. |
| | C) | Hutus were agriculturalists while the Tutsis were pastoralists. |
| | D) | Hutus were fishermen while the Tutsis were pastoralists. |
| | E) | Hutus lived in the countryside while the Tutsis lived in cities. |
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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 | |
Which of the following is not true about Neoliberalism? |
| | A) | It is a new form of an old economic liberalism laid out by Adam Smith's manifesto, The Wealth of Nations. |
| | B) | Neoliberalism has been spreading globally. |
| | C) | Neoliberalism advocates more government regulations. |
| | D) | Neoliberalism places more emphasis on "individual responsibility." |
| | E) | Neoliberalism came about after the fall of communism. |
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| 12 | |
What is an intervention philosophy? |
| | A) | An ideological justification not to intervene in foreign affairs. |
| | B) | An ideological justification to intervene in the personal lives of collateral relatives in trouble. |
| | C) | An ideological justification to intervene in the subsistence strategies of a person's extended family. |
| | D) | An ideological justification for outsiders to ignore native groups. |
| | E) | An ideological justification for outsiders to guide native groups in specific directions. |
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| 13 | |
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, how oral traditions develop. |
| | E) | The branch of linguistic anthropology that focuses on the development of language. |
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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 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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