| a. Eritrea and South Sudan | ||
| b. Rwanda and South Sudan | ||
| c. Angola and Gambia | ||
| d. South Africa and Ethiopia | ||
| e. Sierra Leone and Ghana |
| a. Africa's disease environment played no role whatsoever for European imperialism, because Europeans were immune to the diseases that plagued Africans. | ||
| b. Early European expeditions into the African interior were beset by high fatalities due to malaria and yellow fever, which impeded European imperial endeavors. | ||
| c. The high incidence of malaria infections among African males undermined European incursions into the continent's interior as there was a lack of men who could serve as porters. | ||
| d. The colonization of the African continent was undertaken, in part, to introduce Western medicine to Africa, which would lead to the eradication of malaria. | ||
| e. Africa's disease environment meant that European imperial militaries had little trouble conquering Africa as African military forces were severely weakened by disease. |
| a. Kenya and Tanzania | ||
| b. Malawi and Gabon | ||
| c. Botswana and Zambia | ||
| d. Mali and Somalia | ||
| e. Democratic Republic of Congo and Uganda |
| a. Uganda | ||
| b. Republic of Congo | ||
| c. Sudan | ||
| d. Angola | ||
| e. Burundi |
| a. Vocabularies and structures of African languages | ||
| b. African artifacts such as masks, sculptures, and terracotta figures | ||
| c. Asian indigenous cultural practices | ||
| d. Shipping records of European merchants | ||
| e. Oral storytelling performances by West African griots |
| a. Smooth coastlines with few natural inlets | ||
| b. The Sahara, the world's largest desert | ||
| c. The presence of massive mountain ranges along the entire stretch of Africa's coastline | ||
| d. Rivers that are very difficult to navigate due to falls and rapids | ||
| e. Extremely jagged coastlines |
| a. The Cold War | ||
| b. The decolonization of the African continent | ||
| c. The American Civil Rights Movement | ||
| d. Pan-Africanism | ||
| e. The Independence of Ghana in 1957 |
| a. Africa's borders developed over centuries and are reflective of natural geopolitical divisions and unions. | ||
| b. Africa's borders are in constant flux due to frequent redrawing of the maps, especially after warfare. | ||
| c. Africa's borders are reflective of African ethnic and linguistic realities; each country encompasses one ethnic group that speaks one language. | ||
| d. Africa's borders are a direct consequence of the colonial period when European colonizers created colonies without regard for the peoples living on these lands. | ||
| e. Africa's borders are meaningless, because Africa is on the verge of creating the United States of Africa in following with the Pan-African ideal. |
| a. These developments altered the trading relationships between Europeans and Africans, replacing slaves with "legitimate" goods such as gold, ivory, rubber, and palm oil. | ||
| b. These developments brought an abrupt end to the practice of slavery in Africa. | ||
| c. These developments gradually ended the trading relationships between Europeans and Africans. | ||
| d. These developments brought about the demise of countless African states. | ||
| e. These developments immediately curtailed trade between Africa and the Caribbean. |
| a. African history lacks legitimacy as an academic field, because there is an insufficient amount of written records upon which to base any historical inquiry. | ||
| b. African history's existence was denied at first and later only acknowledged with respect to European colonialism; this changed in the 1960s when a new-found interest in Africa sparked a scholarly upsurge in African studies. | ||
| c. African history is not recognized as an academic discipline as evidenced by the lack of scholarly journals in the field. | ||
| d. African history has been an integral component of history studies for as long as history has been studied. | ||
| e. African history experienced a sudden acceptance in the academic community when oral traditions were found to harbor an untapped wealth of information into African societies, thereby eclipsing the problem of lack of written documents. |
| a. Scientific racism offered a rationalization for the colonial enterprise as it maintained that blacks were an inferior race and could not be entrusted to manage their own affairs. | ||
| b. Scientific racism offered a rationalization for the colonial enterprise as it maintained that blacks lacked the ability to form communities without external assistance. | ||
| c. Scientific racism did not play any role in the colonization of Africa as racial considerations were irrelevant to European colonizers. | ||
| d. Scientific racism was used to justify the outright murder of all Africans encountered by European military and colonial agents. | ||
| e. Scientific racism played only a minor role in the colonization of Africa, because the idea of a civilizing mission had been discarded in favor of economic exploitation. |
| a. Governments discouraged missionary activity to protect indigenous religions. | ||
| b. Governments believed missionary converts would support colonial rule. | ||
| c. Governments used secular schooling to weaken missionary efforts. | ||
| d. Governments encouraged Christian missionary work among Muslims. | ||
| e. Governments feared that missionary converts would form their own churches. |
| a. Military strength of own forces and those of the European power | ||
| b. Political relationships with neighboring polities | ||
| c. Accounts of diplomatic successes/failures of other polities | ||
| d. Potential economic benefit of an alliance with the European power | ||
| e. Economic ties with Caribbean states |
| a. The colonization of Africa was impelled by the actions of European military personnel stationed in Africa who decided on their own accord to engage in military conquests. | ||
| b. The colonization of Africa was the result of prestige considerations among powerful European states. | ||
| c. Christian missionaries were funded by European governments and charged with the task of creating a strong European presence in Africa, which would pave the way for European states to colonize the continent. | ||
| d. Christian missionaries urged European governments to intervene in specific conflict situations in Africa in order to obtain more secure environments for their activities. | ||
| e. The colonization of Africa ensured great economic benefit for Europe. |
| a. European and African weapon technologies have advanced concomitantly during the 19th and 20th centuries, accounting for equally matched forces on the battlefields of Africa. | ||
| b. While European weapons were superior to African weapons, these weapons did not translate into any advantages on the battlefields, because these European weapons often malfunctioned in African climates. | ||
| c. Technological advances of Europe's industrial revolution played only a minor role in the colonization of Africa as the colonists failed to see the significance of those advances for military purposes. | ||
| d. Europe's industrial revolution yielded significant improvements in metallurgy and weapon technology, which provided European powers with an edge that proved decisive in the colonial conquest. | ||
| e. Technological advances manifested themselves primarily in weapon technology, which European merchants freely traded with Africans. |
| a. The Niger and Congo Rivers would remain free to merchant shipping from all nations. | ||
| b. Colonial powers would be obligated to establish control over territory they claimed. | ||
| c. The territorial borders of existing African states would be respected by colonial powers. | ||
| d. Colonial powers would be obligated to suppress the slave trade in Africa. | ||
| e. The King of Belgium would be permitted to establish a colony along the Congo River. |
| a. Africa's large population is an untapped consumer market for Europe's surplus goods, and due to African leaders' unwillingness to enter into trade agreements, Europe needs to colonize Africa to gain access to this consumer market. | ||
| b. The colonization of Africa brings distinct advantages to European capitalists, businesspeople, and states, because Africa's natural resource wealth guarantees continual access to much needed resources, and Africa offers enormous markets for European manufactured products. | ||
| c. A colonial political structure is most amenable to Europe's intent of bringing the benefits of its industrial revolution to other parts of the world. | ||
| d. The inherent low cost of maintaining colonies in tropical climates means that colonies are a smart investment for European states to generate large returns on their investments while simultaneously creating a solid supporter base among the bourgeoisie. | ||
| e. The abundance of cheap, skilled labor to contribute to Europe's industrial undertakings prompted European capitalists to urge their governments to colonize Africa. |
| a. African leaders either resisted European powers on the battlefield or collaborated with European powers through alliances. | ||
| b. Africans, confronted with European colonial intentions, united around their common identity as 'Africans' and formed a unified and cohesive opponent to European military forces. | ||
| c. African resistance typically took the form of collaboration to defeat neighboring rivals. | ||
| d. African resistance to the colonization of the continent manifested itself in various forms; each response was the result of a deliberate and careful weighing of all options and circumstances and must be understood in the context of local power realities. | ||
| e. Most African leaders decided to resist the imposition of colonial rule with military force. |
| a. Polygamy was an unacceptable form of familial organization and needed to be supplanted with monogamy. | ||
| b. The inferiority of the black race, according to popular thought of the times, required the guidance and support of white Europeans to assist Africans with matters of governance. | ||
| c. African languages were inherently unsuited for a Christian lifestyle. | ||
| d. Witchcraft was incompatible with Christianity and needed to be prohibited. | ||
| e. Slavery was an unacceptable practice that needed to be eradicated. |
| a. France and Great Britain | ||
| b. France and Norway | ||
| c. Spain and Italy | ||
| d. Great Britain and Ireland | ||
| e. Germany and Poland |
| a. Fashoda | ||
| b. Adwa | ||
| c. Eritrea | ||
| d. Omdurman | ||
| e. Blood River |
| a. To seize important mineral resources in central Africa | ||
| b. To prevent France and Germany from acquiring strategic naval bases | ||
| c. To spread Christianity | ||
| d. To acquire new food supplies for Great Britain | ||
| e. To create a rail route connecting South Africa to Egypt |
| a. Madagascar | ||
| b. Mozambique | ||
| c. Angola | ||
| d. Guinea (Guinea-Bissau) | ||
| e. Sao Tome and Principe |
| a. Kenya and Mozambique | ||
| b. Kenya and Tanzania | ||
| c. Madagascar and Comoros | ||
| d. Madagascar and Mozambique | ||
| e. Burundi and Seychelles |
| a. Portuguese Roman Catholic missionaries were unsuccessful at winning converts in Africa. | ||
| b. Portugal's population was too small to maintain a large colonial army or to populate settler colonies. | ||
| c. Portuguese colonies failed to successfully transition away from slave trading in the late nineteenth century. | ||
| d. Political instability in Portugal itself weakened metropolitan interest in managing the empire. | ||
| e. Portuguese industry was underdeveloped and lacked influence in the empire. |
| a. Leaders organized jihad wars against colonial occupation. | ||
| b. Leaders cooperated with colonial governments to gain political power. | ||
| c. Leaders used colonial governments to recruit new members to Sufi lodges. | ||
| d. Leaders boycotted government institutions. | ||
| e. Leaders cooperated with colonial governments in exchange for religious autonomy. |
| a. Leopold appointed a network of administrations who indirectly obtained commodities through Congolese chiefs. | ||
| b. The Congo Free State used market incentives to lure Congolese workers into producing rubber and other commodities. | ||
| c. Leopold instructed Congo Free State officials to put Congolese prisoners to work producing commodities. | ||
| d. Leopold's agents used violence and intimidation to coerce Congolese workers into gathering rubber and other commodities. | ||
| e. The Congo Free State was subordinated to Leopold's Belgian kingdom, which taxed Congolese citizens to extract rubber and other commodities. |
| a. Africans would convert to Christianity to stop the spread of Islam. | ||
| b. Africans would adopt French culture and remain loyal to France. | ||
| c. Africans would retain their cultural traditions to avoid demands for political rights. | ||
| d. Africans would adopt Islamic culture as a middle step on the path toward "civilization." | ||
| e. Africans would be trained to fight in elite military units to defend France. |
| a. German gunboats seized port cities on the pretense of protecting business interests, giving Germany a foothold in East Africa. | ||
| b. Germany invaded East Africa to prevent the industrialization of the Zanzibar Sultanate, which would deprive Germany of an important market. | ||
| c. Unbeknownst to the German government, German individuals made treaties with African leaders, which Germany accepted as legal basis for establishing colonies in East Africa. | ||
| d. Germany sent missionaries to East Africa to transform local elites into political allies by converting them to Christianity. | ||
| e. Germany occupied the island of Zanzibar but left the administration of inland regions to local elites in order to reduce expenses. |
| a. British colonies grew inland from older coastal enclaves. | ||
| b. British expansion inland was intended to check the territorial ambition of European rivals. | ||
| c. British merchants and chartered companies spearheaded colonial expansion. | ||
| d. The British public demanded colonization to suppress the slave trade. | ||
| e. Conflicts with African governments led to British annexation of new lands. |
| a. Sierra Leone | ||
| b. Liberia | ||
| c. Somalia | ||
| d. Egypt | ||
| e. Guinea |
| a. Tribes and ethnic groups gradually merged as the British consolidated local governments. | ||
| b. Tribes and ethnic groups were encouraged to fight wars by the British to check rising nationalism. | ||
| c. Tribal and ethnic identities lost importance as Britain established universal legal frameworks in its colonies. | ||
| d. Tribal and ethnic tensions were raised by British efforts to convert Africans to Christianity. | ||
| e. Tribes and ethnic groups became political constituencies as the British relied on local leaders to run many aspects of government. |
| a. Proof of military service | ||
| b. Renunciation of traditional or Islamic civil status | ||
| c. Payment of a large sum of money | ||
| d. Conversion to Christianity | ||
| e. Five years of government service in colonial bureaucracies |
| a. All drew on the frustrations and hardships created by taxation. | ||
| b. All drew on apocalyptic versions of Christianity. | ||
| c. All rebellions were backed by German money and weapons. | ||
| d. All fought German occupiers to restore British rule. | ||
| e. All were part of an Islamic jihad against the European powers. |
| a. Africa experienced significant population growth during the colonial period. | ||
| b. Christianity and Islam became significantly more dominant religions in Africa during the colonial period. | ||
| c. Literacy became an important aspect of education. | ||
| d. The populations of large urban centers were forcefully relocated into smaller settlements as a measure to prevent urban unrest. | ||
| e. Vaccination programs led to a significant reduction in the incidence of diseases such as smallpox. |
| a. The imposition of taxes and forced labor | ||
| b. The imposition of taxes and cash incentives | ||
| c. Job security and free health care for African workers | ||
| d. The introduction of large-scale farming in West Africa | ||
| e. The introduction of shared partnerships in agricultural enterprises between Europeans and Africans |
| a. The Mahdi was elected by the Sudanese people to represent their interests in Egypt. | ||
| b. The Mahdi preached that bullets fired by the British at his followers would turn to water. | ||
| c. The Mahdi rose to prominence as an anti-colonial leader when he defeated a French army at Fashoda. | ||
| d. The Mahdi preached a holy war against the corrupt Egyptian regime in Sudan. | ||
| e. The Mahdi led a successful group of bandits that attacked French bases in West Africa. |
| a. "The White Man's Burden," written by Kipling, is a poem exalting the benefits of colonialism and Morel's book The Black Man's Burden offers a negative assessment of colonialism. | ||
| b. Both pieces were written by Rudyard Kipling and, respectively, offer a European and African viewpoint on colonialism. | ||
| c. The author of "The White Man's Burden" successfully demonstrates that colonialism benefits the colonized but fails to benefit the colonizer, while the author of The Black Man's Burden shows that colonialism fails to bring any benefits to both the colonized and colonizer. | ||
| d. Both pieces were written by E.D. Morel in response to the atrocities committed in the Congo Free State with the goal of removing colonial control from King Leopold II. | ||
| e. Both writings address the debate surrounding the construction of railroads in colonial Africa. |
| a. European colonial administrations carefully developed African economies with an eye to meeting contemporary European needs as well as future African needs. | ||
| b. European colonial administrations approached economic policies in a short-sighted and exploitative manner that led to the creation of mono-economies that lacked elements of diversification. | ||
| c. European colonial administrations, in partnership with local African leaders, assessed local potentials and created economies that took advantage of those local potentials. | ||
| d. African economies failed to develop during colonialism as the extraction of natural resources was the only economic goal pursued by the colonial powers. | ||
| e. European colonial administrators encouraged the industrialization of Africa to provide investment opportunities for European capitalists. |
| a. European colonizers did not invest in infrastructure development. | ||
| b. Africa's geography did not allow for large-scale infrastructure projects with contemporary technological expertise. | ||
| c. Infrastructure development, especially the construction of railroads, served the purpose of transporting resources from African hinterlands to the coast for shipment to Europe. | ||
| d. Colonial infrastructure development built upon the extensive road network already in existence throughout Africa. | ||
| e. Cecil Rhodes was instrumental for the development of infrastructure as he personally drew all railroad and road construction plans for the entire continent. |
| a. Authoritarian control | ||
| b. Tribal rule | ||
| c. Local governance | ||
| d. Indirect rule | ||
| e. Imperial governance |
| a. Company rule | ||
| b. Direct rule | ||
| c. Indirect rule | ||
| d. Settler rule | ||
| e. All of the above |
| a. German forces destroyed crops and cattle to starve insurgents. | ||
| b. Africans used traditional beliefs in magic to recruit fighters. | ||
| c. Conflict began over German seizures of cattle. | ||
| d. Most Germans, living in their homeland, supported the colonial military campaign. | ||
| e. African forces were unified across ethnic lines. |
| a. Mali | ||
| b. Soudan | ||
| c. Senegal | ||
| d. Algeria | ||
| e. Guinea |
| a. Immediate severing of ties between colonies and France | ||
| b. Transformation of all colonies into Overseas Departments of France | ||
| c. Limited citizenship rights to colonial subjects | ||
| d. Free trade privileges with France | ||
| e. Autonomous status within a French Community |
| a. Romanticism | ||
| b. Self-determination | ||
| c. Utopianism | ||
| d. Socialism | ||
| e. Trusteeship |
| a. A political movement that boycotted white institutions in Africa | ||
| b. An official policy of separating whites and blacks in public places | ||
| c. An artistic and philosophical movement that asserted the importance of African thought and culture | ||
| d. A linguistic and scientific program that sought to determine the differences between African ethnicities | ||
| e. A musical movement that asserted the supremacy of African musical styles |
| a. Africans refused to fight for colonial powers. | ||
| b. Africans volunteered to fight in Africa and Europe. | ||
| c. Africans both volunteered and were conscripted to fight in Europe, Asia, and Africa. | ||
| d. There was no military involvement on the part of Africans. | ||
| e. Africans volunteered to fight in Africa only, and they refused to fight in Europe. |
| a. Pan-Africanism is a political movement that originated in British colonies and advocated the complete liberation of all colonies in Africa. | ||
| b. Pan-Africanism emerged in the African diaspora as a political response to colonial subjugation. | ||
| c. Pan-Africanism is a political movement that emerged among educated elites in Africa's urban centers with the goal of overthrowing colonial governments. | ||
| d. Pan-Africanism was a literary movement among African elites in Europe. | ||
| e. Pan-Africanism, first propagated by Frederick Lugard in the 1920s, led to the decolonization of Africa. |
| a. Forming trade unions | ||
| b. Voting in colonial elections | ||
| c. Boycotting colonial businesses | ||
| d. Burning agricultural produce | ||
| e. Organizing strikes |
| a. Independent states like Ethiopia represented African interests. | ||
| b. Africans were prevented from attending the conference. | ||
| c. Africans boycotted the Treaty conference. | ||
| d. African representatives reinforced colonial interests at the conference. | ||
| e. Only Liberia and Ethiopia were allowed to send delegates. |
| a. African producers suffered as commodity prices fell. | ||
| b. Africans gained new political rights as a reward for wartime service. | ||
| c. Colonial administrations granted more autonomy to local rulers. | ||
| d. American businesses replaced German monopolies in key industries. | ||
| e. Surplus weapons were sold to African colonies, encouraging local warfare. |
| a. Trade unions provided recruits to new anti-colonial groups, which were armed by the USSR. | ||
| b. Trade unions challenged colonial governments for economic rights, which led to campaigns for political rights. | ||
| c. Trade unions provided colonial governments with loyal supporters, who were used to suppress new anti-colonial political parties. | ||
| d. Trade unions sabotaged colonial economic projects, which forced colonial powers to withdraw from African colonies. | ||
| e. Trade unions competed with farmers' organizations for political representation in colonial parliaments. |
| a. Women worked on colonial plantations, while men remained in villages to produce food. | ||
| b. Women worked in the service sector, while men remained in villages to produce food. | ||
| c. Women remained in villages to produce handicrafts, while men produced food near villages. | ||
| d. Women migrated to industrial centers, while men remained in villages to produce food and handicrafts. | ||
| e. Women remained in villages to produce food, while men worked on plantations or migrated to industrial centers. |
| a. Africans used the French ideal of "assimilation" to demand pay and political rights at the same levels enjoyed by citizens in France. | ||
| b. Africans used the Marxist idea of class struggle to create revolutionary organizations to overthrow the French government. | ||
| c. Africans adopted the language of self-determination, used by American president Roosevelt during the war, to call for independence from France. | ||
| d. Africans used Islam to create political alliances between intellectuals and workers, laying the groundwork for electoral victories against France. | ||
| e. African workers and political activists portrayed the other side as disloyal to France, urging the colonial government to crack down on political rivals. |
| a. They called on European powers to make Germany's colonies independent immediately. | ||
| b. They appealed to ideas about segregation between races to urge Europeans to leave African colonies. | ||
| c. They threatened European colonial powers with armed insurrection in the African colonies, if they did not give them independence. | ||
| d. They used the idea of the civilizing mission to argue for the development and eventual independence of Europe's African colonies. | ||
| e. They encouraged the United States to enter the debate over the redistribution of colonies in Africa. |
| a. Africans were promoted to higher positions in colonial administrations. | ||
| b. Africans were encouraged to settle in conquered regions of Europe and Asia. | ||
| c. Africans were sent to re-education camps to ensure that they did not bring socialist doctrines home. | ||
| d. Africans were removed from positions to make room for demobilized white soldiers. | ||
| e. Africans were forced to remain in service long after the war ended to provide cheap labor for colonial powers. |
| a. African medical volunteers | ||
| b. Porters who carried supplies for European armies | ||
| c. Soldiers from France's West African colonies | ||
| d. French prisoners from Senegal | ||
| e. Muslim religious leaders who helped the French |
| a. Europeans seized land from African pastoralists and enslaved local peoples. | ||
| b. Europeans helped Africans modernize their agricultural methods. | ||
| c. Africans converted to Christianity and joined settler societies. | ||
| d. Europeans fought wars with African states over mineral resources. | ||
| e. Africans prevented Europeans from expanding into the interior. |
| a. They enabled officials to arrest troublemakers. | ||
| b. They allowed individuals to travel freely across the county. | ||
| c. They prevented workers from leaving the country. | ||
| d. They controlled the movement of African workers. | ||
| e. They allowed Africans to vote in local elections. |
| a. Blacks formed independent Christian churches. | ||
| b. Blacks formed political organizations. | ||
| c. Blacks formed militant guerilla organizations. | ||
| d. Blacks launched newspapers. | ||
| e. Blacks campaigned against pass laws. |
| a. Afrikaners were upset at the economic losses incurred when the British colonial government emancipated slaves in the Cape colony. | ||
| b. The British colonial government forced Afrikaners to renounce their Calvinist version of Christianity and attend Anglican services. | ||
| c. Afrikaners wanted to restore their political autonomy by escaping from British colonial rule. | ||
| d. The British government was unable to prevent conflict between Xhosa groups and Afrikaner settlers on the frontiers of the Cape colony. | ||
| e. The British government imposed English language and culture on Afrikaner groups, displacing Dutch language and culture from public life. |
| a. The ANC was formed as a guerilla movement by Marxist radicals and evolved into a peaceful protest group led by intellectuals. | ||
| b. The ANC was elected by South African workers to represent their interests in Parliament and became a powerful political party. | ||
| c. The ANC began as a revolutionary movement led by conservative, rural political elites and became an armed movement led by urban radicals. | ||
| d. The ANC was created by the South African government to give black citizens self-governance, and it turned into an important political forum over time. | ||
| e. The ANC began as a protest movement led by well-educated, Christian elites and transformed over time into a mass movement comprised of urban workers. |
| a. Trade union activists from all races formed non-racial organizations to fight for economic and political rights. | ||
| b. Trade unions encouraged white workers to campaign in favor of apartheid to reduce competition for jobs from black workers. | ||
| c. Trade unions among whites and blacks formed the basis of segregated white and black political parties. | ||
| d. Trade unions among black workers encouraged workers to form militant pan-Africanist parties. | ||
| e. Trade unions among Asian workers allied with white trade unions, forming a racial bloc against black workers. |
| a. The Afrikaner migration into the South African interior | ||
| b. The wars between English settlers and the Zulu | ||
| c. The system of separation between whites and blacks in South Africa | ||
| d. The wars between Afrikaner settlers and the Zulu | ||
| e. The dispersal of African groups after the collapse of Zulu power |
| a. The act required Africans to register their land so that taxes could be assessed by the South African government. | ||
| b. The act prevented foreigners from buying land in Africa to protect African farmers from capitalist encroachment. | ||
| c. The act required Africans to work on white-owned farmers. | ||
| d. The act limited the ability of Africans to own land so that white farmers would have access to African labor. | ||
| e. The act prevented whites from selling land to blacks in South Africa. |
| a. Discoveries of gold and diamonds enriched the Afrikaner states and allowed them to resist British imperialism. | ||
| b. Discoveries of gold and diamonds enriched the Zulu, and it allowed them to resist Afrikaner imperialism. | ||
| c. Discoveries of gold and diamonds enriched the Afrikaner states but attracted British imperialists. | ||
| d. Discoveries of gold and diamonds enriched the British, and it allowed them to conquer the Zulu. | ||
| e. Discoveries of gold and diamonds enriched the British but attracted Afrikaner imperialists. |
| a. Afrikaner leaders were forced to join the new Union of South Africa and agreed to give limited voting rights to blacks. | ||
| b. Afrikaner leaders agreed to join the new Union of South Africa and kept the right to continue denying political rights to blacks. | ||
| c. English-speaking leaders assumed control over Afrikaner states in the new Union of South Africa and granted Afrikaners cultural autonomy. | ||
| d. English-speaking leaders agreed to leave the Afrikaner states independent of the new Union of South Africa in exchange for mineral rights. | ||
| e. African leaders agreed to join Afrikaner states in the new Union of South Africa in exchange for the creation of native land reserves. |
| a. Limited amounts of land in the reserves forced black workers to find wage-labor employment in mines and on white-owned farms. | ||
| b. Large amounts of land in the reserves allowed black pastoralists to preserve their traditions of cattle raising, ensuring a supply of meat for urban markets. | ||
| c. Reserves preserved the power of African chiefs, eliminating the need for expensive policing by the South African state. | ||
| d. Land rights in the reserves ensured that Africans had access to a basic degree of food security. | ||
| e. Africans were forced to live on land reserves to keep them from competing with white workers in the mines. |
| a. Shaka Zulu was elected to represent Zulu interests in the British-dominated government in South Africa. | ||
| b. Shaka Zulu prophesied the imminent destruction of the Afrikaner and British settlers and encouraged the Zulu to slaughter their cattle. | ||
| c. Shaka Zulu discovered gold along the Orange River and turned the Zulu into an economic power in South Africa. | ||
| d. Shaka Zulu united the Zulu tribes through military force and created a powerful Zulu empire in South Africa. | ||
| e. Shaka Zulu led an unsuccessful military campaign against British settlers in South Africa. |
| a. Afrikaners were defeated by Great Britain, yet they remained hostile to British rule. | ||
| b. Afrikaners successfully repelled British invaders. | ||
| c. Great Britain defeated the Afrikaners and quickly won over the conquered peoples. | ||
| d. Great Britain was defeated by the Afrikaners, but they negotiated a union of British and Afrikaner states in South Africa. | ||
| e. Afrikaner states and Great Britain settled into a stalemate with neither side possessing a military advantage. |
| a. Portugal | ||
| b. Great Britain | ||
| c. France | ||
| d. The Netherlands | ||
| e. Spain |
| a. The U.S. supplied weapons to support the new Angolan government against communist rebels supported by the USSR. | ||
| b. The USSR sent money and weapons to support the new Angolan government, while the U.S. sent money and weapons to anti-communist rebels. | ||
| c. The U.S. tried to broker a peace deal between the new government and rebel groups, while the USSR supplied the rebels with weapons and money. | ||
| d. The USSR sent soldiers to fight on behalf of the new Angolan government, while the U.S. supported anti-communist rebels with money and weapons. | ||
| e. The USSR sent money and weapons to communist rebels, while the U.S. supported the new Angolan government with financial aid. |
| a. Classical Marxist ideals of proletarian ownership of the means of production | ||
| b. Pan-Africanist theories of political equality | ||
| c. Traditional institutions of communal land ownership | ||
| d. Maoist ideas about peasant-oriented societies | ||
| e. Islamic organizations for community welfare |
| a. Keynesianism | ||
| b. Dependency theory | ||
| c. Underdevelopment theory | ||
| d. Maoism | ||
| e. World-Systems theory |
| a. South Africa mediated between Portuguese and Angolan leaders, brokering a peaceful end to colonial rule to maintain security in Southern Africa. | ||
| b. South Africa helped rebel groups fight the Portuguese to secure valuable mining rights in newly-independent Angola. | ||
| c. South Africa intervened militarily during and after the Angolan war for independence to prevent the establishment of a U.S. military presence in Southern Africa. | ||
| d. South Africa supported its anti-communist allies in Angola during and after the war for independence. | ||
| e. South Africa helped the Portuguese fight anti-colonial rebels before independence and then supported the anti-communist faction after independence. |
| a. Foreign mining companies wanted to secure access to minerals in Katanga, the U.S. feared that Lumumba would ally with the Soviet Union, and political rivals in Congo wanted to seize control of the country. | ||
| b. Belgium wished to restore colonial rule over the Congo, the U.S. feared that Lumumba would ally with the Soviet Union, and foreign mining companies wanted to secure access to the Congo River. | ||
| c. Portugal wished to stop Lumumba's support for other anti-colonial movements, political rivals in the Congo wanted to seize control of the country, and the USSR wanted to protect its interests in the Katanga region. | ||
| d. Belgium wanted to install a democratic government in the Congo, the United Nations wanted to prevent an anti-colonial war, and the USSR feared that Lumumba would ally with the U.S. | ||
| e. Foreign mining companies wanted to secure access to minerals in Katanga, Belgium wanted to restore colonial rule over the Congo, and the United Nations wanted to protect Belgian citizens. |
| a. The Soviet Union encouraged Mobutu to use his army to depose the democratically elected leadership of the Congo. | ||
| b. The United Nations encouraged Mobutu to use his army to depose the democratically elected leadership of the Congo. | ||
| c. Western powers encouraged Mobutu to use his army to re-institute democratic rule in the Congo. | ||
| d. Western powers encouraged Mobutu to use his army to depose the democratically elected leadership of the Congo. | ||
| e. The Soviet Union encouraged Mobutu to use his army to re-institute democratic rule in the Congo. |
| a. The army was demobilized to reduce the threat of a military coup against Amin. | ||
| b. Asians were expelled from Uganda. | ||
| c. Uganda invaded Tanzania to eliminate rebel bases. | ||
| d. Amin attacked the ethnic groups of his political rivals to eliminate perceived threats to his regime. | ||
| e. Amin adopted Islam in an attempt to carry favor with the Islamic world. |
| a. Former colonial powers maintained military bases in newly independent countries. | ||
| b. The U.S. flooded newly independent countries with cultural and media products, espousing Western values. | ||
| c. Western countries maintained ownership of key industries and important sectors of the economy in newly independent countries. | ||
| d. Governments in newly independent countries became dependent on aid and loans from the U.S. and former colonial powers. | ||
| e. Former colonial powers retained exclusive trading rights with newly independent countries. |
| a. Politicized ethnic identities | ||
| b. Artificial state boundaries | ||
| c. Corruption | ||
| d. Strong emphasis on law and order | ||
| e. Strong leadership |
| a. They encouraged the formation of agricultural cooperatives to more effectively pool farming resources. | ||
| b. They ignored rural regions and encouraged African governments to invest heavily in industrial projects. | ||
| c. They ignored African governments and used civil society to organize economic development projects and urban development plans. | ||
| d. They urged African governments to use loans and aid money to fund the mechanization of agriculture, industrial projects, and urban development. | ||
| e. They warned African governments against financing large industrial projects with loans and aid money and encouraged small-scale rural development projects. |
| a. Kenyatta was the secret leader of the Mau-Mau and organized terrorist attacks on British targets in Kenya. | ||
| b. Kenyatta disavowed the Mau-Mau's tactics of peaceful resistance and called for armed resistance to British rule. | ||
| c. Kenyatta was imprisoned by Great Britain for leading the Mau-Mau and was released when Kenyatta agreed to a cease-fire. | ||
| d. Kenyatta disavowed the Mau-Mau's violent tactics and presented himself to Great Britain as a peaceful alternative for leading decolonization. | ||
| e. Kenyatta opposed the Mau-Mau's socialist ideologies and supported a gradual end to colonial rule through cooperation with Great Britain. |
| a. The Mau-Mau were sponsored by the Soviet Union and fought for the independence of Kenya from Great Britain. | ||
| b. The Mau-Mau was a loosely organized secret society that sought to re-capture land occupied by white settlers and gain independence for Kenya. | ||
| c. The Mau-Mau was a secret department of the Kenyan police force that attacked pro-independence activists. | ||
| d. The Mau-Mau was a group of urban guerillas who fought to liberate all of East Africa from colonial rule. | ||
| e. The Mau-Mau was a secret organization of religious leaders who organized non-violent opposition to colonial rule in Kenya. |
| a. Nkrumah called on leaders of newly independent African countries to form a Pan-African political organization. | ||
| b. Nkrumah urged leaders in African states still under colonial rule to launch armed insurrections to eliminate colonial rule on the continent. | ||
| c. Nkrumah appealed to the Soviet Union to support newly independent African countries from invasions from Western powers. | ||
| d. Nkrumah appealed to Western powers for large investments in industries to build up economies in newly independent African countries. | ||
| e. Nkrumah advised African countries to form regional power blocs to facilitate trade and political cooperation. |
| a. Sekou Toure successfully organized a boycott of the vote among urban voters but was thwarted by rural voters. | ||
| b. Sekou Toure was arrested for threatening to disrupt the referendum with violent protests. | ||
| c. Sekou Toure helped build a popular political movement in Guinea that voted in favor of independence. | ||
| d. Sekou Toure mobilized urban and rural voters in Senegal to vote in favor of the referendum for political association with France. | ||
| e. Sekou Toure organized a pan-African alliance that successfully voted for independence across French West Africa. |
| a. The Rwandan Patriotic Front rebel group laid siege to Kigali. | ||
| b. The Tutsi-dominated Rwandan army massacred Hutu civilians. | ||
| c. The Hutu-dominated Rwandan army massacred Tutsi civilians. | ||
| d. President Habyarimana was assassinated by unknown assailants. | ||
| e. President Habyarimana ordered the Rwandan Army to attack the Rwandan Patriotic Front. |
| a. The Commission prosecuted ANC guerillas for war crimes committed during the fight against apartheid. | ||
| b. The Commission allowed whites and blacks in South Africa to testify without punishment about abuses committed under apartheid. | ||
| c. The Commission prosecuted government soldiers for war crimes committed during the fight against apartheid. | ||
| d. The Commission allowed whites and blacks in South Africa to press charges against leaders responsible for abuses committed under apartheid. | ||
| e. The Commission was responsible for purging pro-apartheid officials from the South African government. |
| a. The Netherlands | ||
| b. Great Britain | ||
| c. The United States | ||
| d. France | ||
| e. Kenya |
| a. Laurent Kabila | ||
| b. Joseph Kabila | ||
| c. Sekou Toure | ||
| d. Patrice Lumumba | ||
| e. Jonas Savimbi |
| a. Oil | ||
| b. Gold | ||
| c. Cotton | ||
| d. Tantalum | ||
| e. Diamonds |
| a. Women migrated to cities to find work, leaving families in rural villages. | ||
| b. Men migrated to cities to find work, leaving families in rural villages. | ||
| c. Men migrated to rural areas to find work, leaving families in cities. | ||
| d. Women migrated to rural areas to find work, leaving families in cities. | ||
| e. Men and women migrated outside of Africa to find work. |
| a. Foreign donors demanded the right to choose leaders in newly-formed governments. | ||
| b. Foreign aid money led to currency devaluation and weakened existing banking systems. | ||
| c. Foreign aid money offered few incentives to government officials to create effective institutions for political and economic reconstruction. | ||
| d. Foreign donors refused to disburse money to groups associated with rebel movements, preventing political reconciliation. | ||
| e. Foreign aid money encouraged entrepreneurs to set up new businesses to support reconstruction work without paying taxes to central governments. |
| a. Payments to foreign debtors consumed large portions of government revenue and deprived health, educational, and poverty relief programs of funds. | ||
| b. Large debts allowed governments to finance extensive new educational and health care initiatives. | ||
| c. Structural debts financed new industries, raising incomes and bringing the majority of Africans out of poverty. | ||
| d. High levels of structural debt led to popular revolutions as discontented citizens replaced indebted governments. | ||
| e. Debt servicing costs encouraged governments to cut military spending and to reallocate money to anti-poverty programs. |
| a. The U.S. and USSR withdrew military support for many African governments. | ||
| b. The U.S. ended lucrative trading deals with African countries. | ||
| c. The U.S. and USSR withdrew military support for many African rebel groups. | ||
| d. The USSR withdrew financial and technical aid from its former states. | ||
| e. Development aid decreased as foreign powers lost interest in African politics. |
| a. Desertification is destroying arable land in many regions. | ||
| b. Pollution from industry is contaminating important water sources. | ||
| c. Nuclear waste from power production is improperly buried underground. | ||
| d. Forests are being cut down by farmers in need of land. | ||
| e. Toxic electronic products are being dismantled by workers without safety equipment. |
| a. The IMF forced African governments to hold elections and to establish democratic regimes on the continent. | ||
| b. The IMF required African governments to increase their taxation and regulation of agricultural industries to raise revenue. | ||
| c. The IMF lobbied foreign lenders on behalf of African governments to reduce Africa's dependency on foreign aid and loans. | ||
| d. The IMF insisted that African governments increase spending on social services to improve public health and education. | ||
| e. The IMF demanded that African governments cut spending, taxes, and regulation to increase market competitiveness. |
| a. Ancient hatreds between ethnic groups led to political violence in independent states. | ||
| b. Traditional ethnic leaders led struggles against multi-ethnic political parties. | ||
| c. Ethnic identities were invented by political leaders to justify the elimination of political rivals. | ||
| d. Ethnic groups fought to gain independence from rival ethnicities that ruled them. | ||
| e. Politicians appealed to ethnic groups as political constituencies, encouraging ethnic divisions. |
| a. ANC leader Nelson Mandela and President F.W. DeKlerk negotiated the dismantling of apartheid and open elections. | ||
| b. The United Nations pressured President F.W. DeKlerk into resigning and handing power over to ANC leader Nelson Mandela. | ||
| c. President F.W. DeKlerk was defeated by ANC leader Nelson Mandela in South African elections. | ||
| d. Nelson Mandela's ANC military wing forced President F.W. DeKlerk to begin negotiations over the end of apartheid. | ||
| e. President F.W. DeKlerk was assassinated by pro-apartheid extremists, putting ANC leader Nelson Mandela in power. |
| a. Rising oil prices forced governments to spend more on energy to fuel their economies. | ||
| b. Interest rates on loans made to developing countries rose significantly, increasing the cost of debt payments for governments. | ||
| c. Governments were unable to obtain new loans because of the Cold War between the U.S. and USSR. | ||
| d. Low prices for primary commodities in world markets reduced the income of governments. | ||
| e. Politicians remained hesitant to cut spending on social programs that had been funded by foreign aid and loans. |