Final Review


  • direct vs. indirect imperialism
  • British vs. French styles of imperialism in Africa
  • the significance of controlling Egypt
  • sphere of influence
  • protectorate
  • economic imperialism
  • colony
  • missionary spirit
  • paternalism
  • social darwinism
  • sense of adventure and exploration
  • nationalism
  • causes of imperialism
  • effects of the slave trade
  • Berlin Conference
  • Africa before the 1880s: trade, political structure, borders
  • Africa after the 1880s: trade, political structure, borders
  • Europeans in Africa: motivations, activities, limitations on early exploration
  • natural resources in Africa: rubber, ivory, gold, diamonds, etc.
  • What was unique about the Congo colony?
  • How were workers in Congo motivated/disciplined?
  • What resources are now being taken from Congo?
  • What is the resource trap?
  • history of the Congo
  • technologies and discoveries that helped imperialism to flourish
  • the legacy of imperialism in Africa
  • Ottoman geography: Identify areas that were in the Ottoman Empire
  • Problems of the Ottoman Empire
  • Geopolitical importance of Ottoman break-up, Suez Canal
  • Why did the US take the Philippines and a base in Cuba
  • Russian motives in Crimea
  • Africa map: Congo, Rwanda, Burundi, South Africa, Egypt,  Sudan, Ethiopia, Somalia, Kenya, Tanzania, Algeria, Tunisia, Libya
  • Ottoman Map: Crimea, Syria, Egypt, Jordan, Israel, Libya, Tunisia, Iraq, Greece

Congo Video and questions

Here are the questions that I handed out in class:

What do I need to know from

Conflict Minerals, Rebels and Child Soldiers in Congo?

The questions:

How would you describe the infrastructure in Congo? (Give examples.)

What is the state of government in Congo? (Give examples.)

How has “the outside world” shaped events in Congo, both positively and negatively? (Give examples.)

Why is it difficult to describe the conflict in Congo in a clear way? (For instance: “In the American Civil War the Union fought the Confederacy.)

Explain your connection to Congo.

What is one strength and one weakness of the video as a source for understanding the conflict in Congo?

Videos for Ind. Revolution

Watch both of these before the test next class. There will be questions on Capitalism vs. Socialism (plus a little communism!) in the test. There will be a question on the changes in art, but mostly you should watch that to help you understand how to use a work of art in your mini-presentation.

How did art change? How do we talk about art? How can you connect change in a society to change in the art the society produces?

Capitalism and Socialism: What makes the systems different? (Something to think about: Did Industrialization create both of these systems? Would either describe how the economy worked before the industrial revolution?

Industrialization Project

Your project will bring together several aspects of the Industrial Revolution that we have looked at in class.

Your task is to EXPLAIN how change took place. What caused the change, and what were the results.

Your product will have four slides. Each slide will address a different type of change, but they should all be from roughly the same time and place:

Person: How and why did your person change their life to adapt to the industrial world? Us gapminder and some basic research to show what was going on at the time. Try to find period photos or other ways of showing your audience what you are trying to communicate.

Social Change: What social changes or reforms were happening or being discussed in that time and place?

Art: Choose a work of art to show how people’s interests and tastes were changed by industrialization and urbanization.

Industry: Choose an innovation and explain how it was the result of change and the cause of change.

Your product should be able to function on its own, but you will also have the chance to explain it and your research process in a “science fair” format. One challenge of this project is choosing the visuals that are most effective. You can only have a few per slide, so each should serve a significant purpose.

You will be scored on the Communication target and the research target.

(You will include a fifth slide that is your works cited page, using MLA format.)


Person- My uncle left his farm in Ruritania in 1940 to escape conflict. He moved to New York City. (Show rural Ruritania in the 30’s or 40’s, Nazi invasion of Ruritania, street scene from NYC.)

Social Change- In NYC his kids learned English but he lived in a neighborhood that was all Ruritanian. (Show NYC’s “Little Ruritania” and a NYC public school from the mid-20th Century.)

Art- My uncle learned English reading comic books. They were mass produced and inexpensive: (Comic book cover)

Industry- My uncle worked in a drug store/ factory/ mine. (Picture shows working conditions, the product, etc.)

Here is a link to a partial example from class:


Crash Course: Capitalism and Socialism

We will watch this next class, most likely. Afterwards, be able to discuss the following:

How does mercantile capitalism limit risks?


How does Industrial Capitalism differ from mercantile capitalism?


How did disorder during the English Civil war help industry get started?


Explain the idea of “Class Struggle” and class consciousness.


What classes did Marx refer to?


How did capitalists argue that capitalism is natural?
What aspect of human interaction did Marx think the capitalists missed?

Ind. Rev. Test Review

From text packet: Western Civilization- Chapter 23 p. 622-629:

Who were the new elite, and what was their status based on?

Who were the members of the “Old Regime Alliance?”

What does “bourgeoisie” mean? Who would be considered bourgeoisie? The proletariat?

Why did some factory owners favor hiring women and children?


“family wage economy.”

Domestic service

Dangers for children in mining

What evidence is there that standard of living rose in the Ind. Rev? What evidence points to worsening conditions? (Also be able to describe poor working conditions of factories.)

How was time affected by factory life?

How long did it take a carpenter in London to buy a suit in 1800? 1830?

Laissez-faire Economics

Adam Smith, Thomas Malthus, David Ricardo, Jeremy Bentham, John Stuart Mill, Robert Owen, Charles Fourier, Karl Marx and Friedrich Engels, William Wilberforce, Jane Addams, Horace Mann

What did Marx believe would happen in the future in a purely communist state?

Strike, Union, Combinations Act, Factory Act of 1833, Mines Act of 1842, The Ten Hours Act of 1847, National Child Labor Committee

Supreme Court strikes down federal labor rules. Can you explain how this is an example of federalism?

“In 1919, the U.S. Supreme Court objected to a federal child labor law, ruling that it interfered with states’ rights to regulate labor. However, individual states were allowed to limit the working hours of women and, later, of men.” (p 305)