Chapter 33 Review

  • Terms (15)

Imperialism          Cecil Rhodes                Rudyard Kipling      mission civilisatrice
Suez Canal            Panama Canal           Battle of Omdurman         East India Co.
Sepoy mutiny       Queen Victoria           sati                  Thomas Raffles         
Dr. Livingstone    Henry Stanley            Afrikaners/Boers       voortrekkers
Boer War              Berlin Conference       direct rule/indirect rule     Lord Lugard     
Captain James Cook          Treaty of Waitangi   New Zealand Wars   
Monroe Doctrine              Spanish-American War         American-Philippino war
Russ0-Japanese war         Maji Maji rebellion    Joseph Gobineau
Charles Darwin – Origin of Species         Indian National Congress


  • OGT Objectives
    • History:  Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.
    • Benchmark C: Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled
    • Describe the political, economic and social roots of imperialism.
    • Analyze the perspectives of the colonizers and the colonized concerning:
      • Indigenous language
      • Natural resources
      • Labor
      • Political systems
      • Religion.
    • Explain the global impact of imperialism including
      • Modernization of Japan;
      • Political and social reform in China;
      • Exploitation of African resources.

  • People in Societies: Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.
    • Benchmark B: Analyze the consequences of oppression, discrimination and conflict between cultures.
    • Analyze the results of political, economic, and social oppression and the violation of human rights including: a. The exploitation of indigenous peoples;
    • Geography:  Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.
    • Benchmark A: Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.
  • Explain how differing points of view play a role in conflicts over territory and resources.

Economics:  Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.
Benchmark B: Explain how the U.S. government provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
4.         Analyze the economic costs and benefits of protectionism, tariffs,
quotas and blockades on international trade.
III.         Questions (20)
1. Who said, “We are the finest race in the world and the more of the world we inhabit, the better it is for the human race”?
2. The Suez Canal was essential for
3. The battle of Omdurman
4. In 1824, Thomas Stamford Raffles founded the port of
5. Between 1859 and 1893 , Vietnam, Cambodia, and Laos all fell under the control of
6. The Berlin Conference (purpose)
7. “Concessionary companies” refers to a system of colonial rule that employed
8. New South Wales was originally settled by about one thousand people, most convicted criminals,
9. Which matching of imperial power and colony is not correct?
10. The Monroe Doctrine
11. After the overthrow of Queen Lili’uokalani in 1893, the United States took over
12. Emilio Aguinaldo led an uprising in
13. The “Roosevelt Corollary” strengthened U.S. military and economic claims in which area of the world?
14. Japan became a major imperial power after its victory in the
15. In the nineteenth century, the majority of indentured laborers came from
16. The Maji Maji rebellion occurred in
17. Count Joseph Arthur de Gobineau viewed Europeans as
18. The social Darwinists believed that
19. In regard to imperialism, the Japanese and Americans
20. In 1916 the Indian National Congress
IV.          Essays (15)
1.When Rudyard Kipling suggested that Americans “Take up the White Man’s Burden,” what did he mean? How does this phrase express the goals of imperialism? Did the Americans have to be encouraged to become imperialistic?
2. Compare and contrast European imperialism in central and Southeast Asia, Africa, and Oceania. Where there any fundamental differences that would influence later history?
3. Examine the racist beliefs that played such a central role in European imperialism. How did racism justify imperialism and also inspire it? (Use specific examples in society)