Chapter 23 Take Home Test
1. In late nineteenth-century Europe, human progress was increasingly identified with
a. war and imperial acquisitions.
b. economic equality.
c. material progress or greater consumption of material goods.
d. social equality.
e. spiritual beliefs and practices
2. The “Second Industrial Revolution” saw the advent of what new product?
a. textiles
b. steel
c. coal
d. railroads
e. factories
3. What type of new energy source powered the second industrial revolution?
a. coal
b. hydroelectric
c. natural gas
d. electricity
e. fuel-cells
4. Industrialization in Japan was the result of
a. private investment and initiative.
b. European colonization.
c. socialist planning on the Marxist model.
d. government planning and initiative.
e. ambitious former samurai.
5. By 1900, which of the following nations was the least advanced industrially:
a. Britain.
b. Germany.
c. France.
d. Belgium.
e. Spain.
6. In late nineteenth-century Europe, increased competition for foreign markets and the growing importance of domestic demand for economic development led to
a. the elimination of trade restrictions like tariffs.
b. a strong reaction against free trade and imposition of steep protective tariffs by most nations.
c. greater economic instability and a sequence of ever deeper economic depressions.
d. closer economic cooperation among the great powers.
e. greater investment by the United States in the European economy.
7. Employment opportunities for women during the Second Industrial Revolution
a. changed in quality and quantity with the expansion of the service sector.
b. declined dramatically as prostitution became illegal.
c. increased greatly with working-class men pushing their wives to work outside the home.
d. declined when piece-work was abandoned as inefficient and "sweatshops" were outlawed.
e. declined because labor unions forced governments to restrict most employment opportunities to men only.
8. A rise in female prostitution in European cities during the later nineteenth century can best be
attributed to
a. heavy migration to cities by country women and their increasingly desperate struggle for urban economic survival.
b. greater public toleration of sex workers and abandonment of all municipal efforts to police the
trade.
c. the acceptance by clergymen of the sex trade as an economic necessity for poorer women.
d. the declining interest of men and women to form families.
e. the decline in available husbands due to various STDs.
9. An issue that brought socialists together in the nineteenth century was
a. nationalism.
b. revisionism.
c. the need for military action.
d. the desire to improve working and living conditions for most workers.
e. a fear that Marxism would submerge the socialist alternatives.
10. The Marxist revisionist Eduard Bernstein stressed the need for
a. violent overthrow of capitalist governments.
b. the extermination of all individualists.
c. working through democratic politics to create socialism.
d. totally disregarding The Communist Manifesto.
e. a revolutionary seizure of the commanding heights of the economies.
11. The trade union movement prior to World War I
a. was strongest in France after the dissolution of the Second International in 1890.
b. occurred despite trade unions being banned by most governments.
c. varied from country to country, but was generally allied with socialist parties.
d. was primarily for unskilled laborers, especially the New Model unions.
e. focused entirely on wages and working conditions negotiated directly with employers without any government involvement in the process.
12. The chief cause of rising European populations between 1850 and 1880 was
a. a rising birthrate.
b. a declining mortality rate.
c. better childhood immunization programs.
d. better human diet in a consumer economy.
e. dramatic improvements in urban sanitation.
13. The driving force behind immigration to the cities was
a. job opportunities.
b. a desire for culture.
c. curiosity.
d. boredom.
e. entertainment
14. The middle classes of nineteenth-century Europe
a. were composed mostly of shopkeepers and manufacturers who barely lived above the poverty line.
b. offered little opportunity for women in improving their lot.
c. were very concerned with propriety and shared values of hard work and Christian morality.
d. viewed progress with distrust as they did not wish to lose their economic gains.
e. were sinking in economic and social security because of the increase of plutocrats.
15. By 1900, most European educational systems
a. were free and compulsory at least at the primary level.
b. were expensive to operate, and charged high tuition.
c. were backward and lacked good teachers.
d. still taught a “medieval” variety of subjects.
e. had declined because of lack of governmental interest and support.
16. Although several motives drove European states to develop systems of mass public education for their citizens, the chief reason for which they did this was
a. economic, to produce a more educated workforce.
b. military, to produce better trained army conscripts capable of using modern weapons.
c. political, to produce more informed voters in expanding electorates and to heighten patriotism.
d. religious, so as to teach the poor obedience to authority.
e. moral, to solidify the family as the basic structural unit of society.
18. Which of the following national groups had realized nationhood by 1871?
a. Irish
b. Slovenes
c. Czechs
d. Germans
e. Croats
19. A new development in the age of mass leisure was
a. the newspaper and novel.
b. the excessive consumption of alcohol.
c. the theater.
d. carnival.
e. professional sports.
20. The Boulanger Crisis in France had the end result of
a. strengthening the monarchists.
b. rallying French citizens to the cause of the Republic.
c. splitting the support and allegiance of the army.
d. causing the Franco-Prussian War of 1870-1871.
e. toppling the ThirdRepublic.
21. Under the chancellorship of Bismarck, Germany
a. realized the growth of a real democracy through universal male suffrage.
b. passed social welfare legislation to woo workers away from the Social Democrats.
c. engaged in the Kulturkampf or crusade to make Catholicism Germany's national religion.
d. maintained a military second only to that of France on the Continent.
e. continued to threaten to invade its neighbors.
22. Which statement best applies to the Germany under chancellor Otto von Bismarck?
a. Prussia lost much of its influence on state politics.
b. Coalitions were used by Bismarck to get what he wanted and then he dropped them.
c. Socialism was almost completely stamped out by the Prussian army.
d. Almost all regional differences disappeared under the charismatic leadership of Bismarck.
e. The emperor became merely a figurehead and lacked any political power and influence.
23. Which of the following statements best applies to Austria-Hungary before World War I?
a. Both Austria and Hungary had working parliamentary systems.
b. The Magyars dominated politics in Austria under Emperor William II.
c. The nationality problem remained unresolved.
d. Prime minister Count Edward von Taafe was ousted in 1893 by the Slavic minorities for his failure to make concessions to them.
e. By 1900 it had become a federal state, with seven different constitutional regions enjoying domestic self-rule.
True or False
24.After 1870, Britain regained its position as the industrial leader of Europe.
25.By the end of the nineteenth century, almost 80 percent of Europeans belonged to the middle class