Mr. Sullivan Name ______

AP World History Date ______

Textbook Guided Reading POD 16 New Imperialism in Africa Period ______

Directions: Please complete these questions as a means to BEGIN studying and preparing for the upcoming POD test. It is your responsibility to complete this task by the due date. You may wish to refer to your class notes and materials, as well as your textbook for assistance in the completion of this task.

All answers should be placed on the answer worksheet below

Each Question is worth 1 point

Nota bene: The corresponding textbook page numbers are included with each question for your assistance.

Question / Answer / Question / Answer / Question / Answer / Question / Answer
1 / 18 / 35 / 52
2 / 19 / 36 / 53
3 / 20 / 37 / 54
4 / 21 / 38 / 55
5 / 22 / 39 / 56
6 / 23 / 40 / 57
7 / 24 / 41 / 58
8 / 25 / 42 / 59
9 / 26 / 43 / 60
10 / 27 / 44 / 61
11 / 28 / 45 / 62
12 / 29 / 46 / 63
13 / 30 / 47 / 64
14 / 31 / 48 / 65
15 / 32 / 49 / 66
16 / 33 / 50
17 / 34 / 51

1. The Nguni peoples of southeastern Africa traditionally had pursued a life based on

a. / the Atlantic slave trade.
b. / mining and mineral wealth.
c. / cattle and agriculture.
d. / hunting and raiding.
e. / the gold and ivory trade.

REF: p. 686

2. The Zulu kingdom arose primarily because of

a. / centralized African defense against the British.
b. / internal conflicts over grazing and farm lands.
c. / individuals brought to power by the Portuguese.
d. / conflicts over hunting lands and the gold rush.
e. / the spread of epidemic disease from the Americas.

REF: p. 686

3. The kingdoms of Lesotho and Swazi were created

a. / as labor camps to benefit the British.
b. / to protect their peoples from the Dutch.
c. / by attracting refugees from Zulu raids.
d. / originally as "paper" states that did not exist.
e. / to fight the Europeans.

REF: p. 686

4. The Zulu succeeded in creating a new

a. / national identity.
b. / system of writing.
c. / economic system based on cowrie shells.
d. / national education system.
e. / state that lasted until the twentieth century.

REF: p. 686

5. The largest of the mew Muslim reform movements occurred in which area?

a. / the Swazi lands
b. / the Lesotho kingdom
c. / the Hausa states
d. / the Sokoto Caliphate
e. / the Tukulor Empire

REF: p. 686

6. The African slave trade was perpetuated by

a. / the Sokoto Caliphate.
b. / the Madagascar Empire.
c. / the Hausa states.
d. / Egypt and Sudan.
e. / Liberia.

REF: p. 687

7. One of the chief attractions in the Sokoto Caliphate was

a. / the slave market
b. / the Great Library
c. / an international port of trade.
d. / an international Islamic university
e. / the first African railroad depot.

REF: p. 687

8. Muhammad Ali's creation of modern Egypt was shaped by the shock of

a. / the invading Ottoman armies.
b. / encountering the Industrial Revolution.
c. / Napoleon's occupation of Egypt.
d. / Portuguese raids deep into the Red Sea area.
e. / the Russian Revolution.

REF: p. 687

9. Egyptian modernization was paid for by

a. / expanding into weaker neighboring states.
b. / fighting for the British in return for money.
c. / developing a cotton industry that rivaled the United States'.
d. / mining, primarily of silver.
e. / borrowing money from the Netherlands.

REF: p. 688

10. Egypt was able to build a modern state based on cotton exports until

a. / the British switched their preference to Indian cotton.
b. / King Jaja instituted peasant economies based on hand weaving that undercut Ali's labor forces.
c. / the American cotton market resumed after the Civil War.
d. / new work on irrigation canals caused a decrease in flooding of the Nile, and cotton crops failed for five years successively.
e. / France occupied Egypt and prevented it from exporting cotton to Britain.

REF: p. 688

11. Emperor Téwodros of Ethiopia had assistance in the local manufacture of weapons from

a. / Egyptian soldiers fighting Napoleon.
b. / Islamic merchants from along the Red Sea wishing to convert Ethiopia.
c. / Protestant missionaries.
d. / African scholars returned from universities in Europe.
e. / renegade British mercenaries who wanted to establish their own trade empire.

REF: p. 688

12. A significant difference in Ethiopian identification compared to other African nations was

a. / It was predominantly Christian for 1500 years.
b. / It was predominantly Muslim since the seventh century C.E.
c. / it followed indigenous religious practices but remained tolerant of monotheism.
d. / It was predominantly Buddhist since trade missions with China in the 16th century.
e. / It was religiously tolerant and multicultural with virtually no religious policy.

REF: p. 688

13. The French invasion of Algeria was originally the result of

a. / a Frenchman slapping the Algerian ambassador.
b. / Algerians taking French officials hostage.
c. / the French wanting to plunder Algerian wealth.
d. / a dispute over the French government not repaying Algerian loans.
e. / the accidental killing of an Algerian woman by French troops.

REF: p. 689-690

14. In addition to intruding into Africa militarily, European explorers were peacefully

a. / investigating African geographic mysteries.
b. / tracing the paths of Africa's great rivers.
c. / looking for Africa's mineral wealth.
d. / trying to convert Africans to Christianity.
e. / All of these

REF: p. 690

15. Who was David Livingstone?

a. / A Scottish missionary and explorer
b. / The writer of the first journal of British imperialism
c. / The first mariner around the Cape of Good Hope
d. / The British general responsible for defeating the French in Bengal
e. / The leader of the movement for independence in Trinidad

REF: p. 690

16. Why did the slave trade end?

a. / Slave revolts and humanitarian reform movements ended it.
b. / Africa refused to sell slaves to Europeans anymoreeven for guns.
c. / The plantation system became self-sufficient.
d. / The soil could no longer support sugar crops.
e. / Too many slaves died on the voyages to make slave trading profitable anymore.

REF: p. 690

17. Ironically, the British were the world's greatest slave traders and later

a. / became the most aggressive suppressers of the slave trade.
b. / reopened the slave trade with the Asante.
c. / interfered with the French treatment of their slaves in Saint Domingue.
d. / replaced factory workers with African slaves.
e. / conspired to operate an illegal slave-trading operation out of Barbados.

REF: p. 690

18. Africans wanted European manufactured goods, so when the slave trade ended, they

a. / satisfied their demand for goods by developing indigenous manufacturing.
b. / expanded their "legitimate" trade by developing new exports.
c. / learned to manage without European goods.
d. / were never able to afford European goods.
e. / hired European consultants to develop factories.

REF: p. 690

19. The most successful export from West Africa after abolition was

a. / palm oil.
b. / gold.
c. / ivory.
d. / lumber.
e. / illicit slaves.

REF: p. 690

20. "Recaptives" were

a. / slaves repatriated to Madagascar.
b. / U.S. slaves who wanted to return to Africa.
c. / slaves who were taken off illicit trade ships by the British and stationed in Sierra Leone.
d. / escaped slaves who were resold into slavery by the East Africans when the Atlantic slave trade stopped.
e. / Africans who had gone to Europe for education but returned to Africa to recapture their traditional heritage.

REF: p. 691

21. What radically altered the social structure of the coastal trading communities?

a. / the slave trade
b. / palm oil exports.
c. / the rubber trade.
d. / demand for ivory.
e. / the discovery of gold and diamonds in the trans-vaal area.

REF: p. 691

22. Western African nations saw cultural influence from the west in all of these areas except:

a. / Christian conversion.
b. / expansion of education
c. / favoring European musical stylings
d. / outlawing slavery.
e. / architectural motifs.

REF: p. 691

23. Eastern African states are referred to as "secondary empires" because they were

a. / not directly controlled by Europeans but were supplied with European weapons.
b. / much smaller than ordinary empires.
c. / not run as efficiently as most empires.
d. / developed in the second era of European imperialism.
e. / based on trade and not agriculture.

REF: p. 692

24. One of the largest personal empires created in the ivory exchange market was by

a. / King Leopold of Belgium.
b. / Henry Morton Stanley
c. / Tipu Sultan Mysore
d. / King Jaja of Opobo
e. / Tippu Tip

REF: p. 692

25. Who was not invited to the to the inauguration of the Suez Canal by Khedive Ismail?

a. / The Queen of England
b. / The King of Belgium
c. / The Tsar of Russia
d. / The Ottoman sultan
e. / none of these.

REF: p. 739

26. Historians use the term New Imperialism to refer to the West's

a. / isolationism and parochialism in the late nineteenth century.
b. / use of industrial technology to impose its will on the nonindustrial world.
c. / policies of preservation of the natural environment.
d. / attempt to use propaganda as a tool of empire.
e. / All of these

REF: p. 740

27. Although imperialism was not new to Europeans, this period was uniquely characterized by

a. / retarded growth and slow development.
b. / use of Chinese technology to inspire European innovation.
c. / rapid and unprecedented annexations of territory by Western powers.
d. / wars of aggression and political assassination.
e. / all of these.

REF: p. 740

28. Besides conquering large amounts of territory, the New Imperialism was most significant for

a. / creating a global economy of suppliers and consumers.
b. / recognizing international cultural diversity.
c. / spawning racism within Western society.
d. / allowing dependent areas to develop governments.
e. / the educational and health benefits bestowed on the indigenous populations.

REF: p. 740

29. The Suez canal inadvertently assisted imperialism by

a. / making transit into sub-Saharan Africa easier, creating the scramble for Africa.
b. / isolating Egypt from the Ottoman Empire's protection.
c. / creating lower shipping costs, stimulating shipping and construction of steamships for those with overseas trade.
d. / setting France and England at war with one another.
e. / making a deal with Egypt to sell out other African nations at the Berlin Conference.

REF: p. 739

30. What was the political motivation for France to participate in imperialism?

a. / A significant growth in factory production of rubber necessitated raw resources.
b. / their defeat in the North American mercantile colonies served as a forewarning to them to do better next time.
c. / defeat by Prussia in 1871 made them sensitive to international humiliation.
d. / feeling the need to protect their acquired territory from the Crimean War in 1855.
e. / Their feeling of justification from having provided labor and funds for the Suez Canal.

REF: p. 740

31. Often colonial territory was seized without the consent of the home government by

a. / ex-slave traders motivated to make money on the colony.
b. / journalists trying to gather news information in the tropics.
c. / scientists doing research in remote regions of Africa and Asia.
d. / colonial officers deciding on their claim to a piece of territory.
e. / mercenaries and escaped convicts.

REF: p. 740

32. Among the cultural motives for the New Imperialism was a desire to

a. / spread Christianity.
b. / abolish slavery.
c. / "civilize" people of the colonies by bringing them Western education, medicine, and customs.
d. / end oppressive treatment of women, like sati.
e. / All of these

REF: p. 740-741

33. The colonies offered job opportunities to European women, who often became

a. / serving as wives for indigenous men.
b. / being missionaries, teachers, and nurses.
c. / being miners and industrial workers.
d. / serving as colonial officers and administrators.
e. / serving as lawyers and doctors.

REF: p. 740

34. The power of Western technology convinced many Euro-Americans that

a. / Western ideas, customs, and culture were superior to non-Western lifestyles.
b. / non-Western ideas, customs, and culture were superior to Western lifestyles.
c. / neither culture was superior but could coexist peacefully.
d. / the West had a lot to learn from non-Western societies.
e. / as Nietzsche said, God was dead.

REF: p. 741

35. The most harmful aspect of the Western sense of cultural superiority was

a. / the racist ideas that deemed non-Europeans inferior.
b. / the use of biological warfare against the colonies.
c. / the creation of a society of poverty and desperation in Asia.
d. / the tendency to marginalize non-Western ideas.
e. / all of these.

REF: p. 741

36. Why did the United States participate in imperialism?

a. / Expansion of the idea of Manifest Destiny and westward expansion.
b. / Feeling squeezed out of Africa, the US looked towards Asia.
c. / The Monroe Doctrine had earlier limited expansion in the Pacific Northwest.
d. / US Industrialists demanded Caribbean resources.
e. / To gain control of overseas shipping lines.

REF: p. 741