Unit 6 - Consequences of Industrialization
Short Answer Question (SAQ) Summative Assessment
Directions: Choose and Answer 2 of the following 4 Short Answer Questions (1 Short Answer Question contains
3 parts divided into A, B, and C.) Be sure to follow the ACE format to provide a 3-5 sentence short-answer
response to each prompt using specific evidence to support your response.
SAQ 1
Answer all parts of the question that follows.
A. Identify and Explain ONE ideology used to justify imperialism during the period 1750-1900 CE.
A range of cultural, religious, and racial ideologies was used to justify imperialism. This included Social
Darwinism, nationalism, the concept of the civilizing mission, and the desire to religiously convert indigenous
populations.
B. Identify and Explain ONE way in which philosophies or ideologies challenged established political order
in nineteenth-century South or East Asia during the period 1750-1900 CE.
Nineteenth-century European intellectuals coped with the changes and challenges wrought by the French
and Industrial Revolutions by fashioning various ideologies, which were consistent sets of beliefs that
prescribed specific social and political actions. The French Revolution had challenged Europeans’ beliefs in
and assumptions about society; the Second Industrial Revolution seemed to be transforming society. To
cope with these changes, nineteenth-century European intellectuals created a variety of ideologies, each
claiming to hold the key to creating the best society possible.
C. Identify and Explain ONE specific pattern in the way in which colonized societies responded to state
expansion imperialism during the period 1750-1900 CE.
Nationalism motivated European nations to compete for colonial possessions. European economic, military,
and political power forced colonized countries to trade on European terms. Industrially-produced goods
flooded colonial markets and displaced their traditional industries. Colonized peoples resisted European
domination and responded in diverse ways to Western influences.
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SAQ 2
Use the passage below to answer all parts of the question that follows.
“Africa shall be redeemed. Her children shall perform this mighty work. Her swamps shall be drained; her
deserts shall be watered by canals; her forests shall be reduced to firewood. Her children shall do all this.
In this amiable task, they may possibly suffer and even perish. We must learn to look at this result with
composure. It illustrates the beneficent law of Nature that the weak must be devoured by the strong.
But a grateful posterity will cherish their memories. When the future British residents of Timbuktu have their tea
gardens in the oases of the Sahara; when hotels and tour guides are established at the sources of the Nile;
when it becomes fashionable to go yachting on the lakes of the Great African Plateau; when European
noblemen build their country houses in Central Africa, complete with elephant parks and hippopotamus ponds,
then young English ladies sitting in their hammocks under palm trees will read with tears in their eyes The Last
of the Africans,* and the Niger will become as romantic a river as any in Europe.”
*an allusion to the 1826 novel The Last of the Mohicans by United States writer James Fenimore Cooper
Winwood Reade, British explorer, Savage Africa, book published in 1864
A. Identify and Explain ONE ideology that the author uses to justify imperialism in the passage.
In this passage, Winwood Reade uses his version of the law of Nature to justify imperialism. For instance,
he’s stating that the people who call Africa their home should be pillaged, and all their resources should be
taken by and used by the British. Reade believes that “the weak must be devoured by the strong” and calls it
the “law of Nature”. This evidence shows how Reade tries to use his version of the law of Nature to justify
imperialism because he’s trying to glamorize pillaging an entire civilization. He refers to African villagers as
weak and the Europeans as strong. He says that it’s the strong’s duty to get rid of the weak.
B. Identify and Explain ONE way in which the historical situation of the late nineteenth century might have
affected the vision of Africa’s future outlined by the author in the second paragraph.
If the historical situation of Africans of the late nineteenth century had been different then the British and
other countries wouldn’t see it as alright to murder the occupants of African villages and take control of it.
From the way the passage is written it seems Winwood Reade believes it will be very easy to take over
Africa and turn it into a nice place for Europeans to live. If Africa had been a bit stronger then maybe they
would’ve been able to fight off other countries from taking them over, but they never asked to be pillaged.
The Europeans saw they’re vulnerability as a chance to gain more land to add to their trophy walls. If they
had believed they weren’t entitled to a weaker countries land then maybe Africa would be in a much different
state then they are today.
C. Identify and Explain ONE way in which Europeans in the late nineteenth century attempted to transform
the point of view expressed in the passage from being a vision for the future of Africa to being a
historical reality.
Winwood Reade transforms the point of view from a vision for the future to historical reality by explaining
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what to do to be happy and then explaining what will happen if you do it. For instance, in the first paragraph,
Reade talks about cutting down Africa’s trees and turning it into firewood and draining their canals and such.
Then in paragraph 2, he talks about what life would be like if you reconstructed all of Africa and made where
only Europeans could go to, to relax. The reason he’s trying to do this is so he could get permission to
pillage the African villages and turn the villages into a nice vacation spot for the British. He wants people to
focus on the outcome, but not the process.
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