MMW 14
Chang Track
Winter 2014
Final Exam Review Guide
(This is meant to be a review guide, not the exam itself. Ultimately, you are accountable for
all the key materials in the readings and lectures.)
Exam will be designed for 2 hours even though you will have 3 hours to finish. If you arrive
more than 10 minutes late to an exam, you will forfeit your right to take the exam.
(PLEASE REMEMBER TO BRING TWO UNMARKED BLUEBOOK FOR EXCHANGE)
REVIEW SESSION: TUESDAY MARCH 18 @ 8:00 PM, WLH 2005
FINAL EXAM: THURSDAY, MARCH 20 from 3:00 PM to 5:59 PM, CENTER 101
Part One: Multiple choice and Matching Terms (30%)
You need to be familiar with the historical context and significance of the following names and
terms from your readings and lectures. Be sure you are able to address the appropriate “who?”
“what?” “where?” and “when?’, and most importantly, “why?” questions associated with each
one. Questions will be drawn from this guide. BUT, this is also very useful for the passage
identification and essay portions.
Key Terms and Names
Imperialism’s “Heart of Darkness”
Frederick Lugard’s Africa policy
Berlin West Africa Conference
King Leopold II
Congo Free State
Roger Casement’s report
Edmund Morel
Anglo-Belgian India Rubber Company
Tribal militias
Hand mutilations
Joseph Conrad
Symbol of Thames as “navel”
Marlow’s aunt
Kurtz’s outpost
“International Society for the Suppression
of Savage Customs”
Marlow’s lie to the Intended
Meaning of Kurzt’s “The horror, the horror”
Britain’s Moral Impasse in India
British East India Company
Sepoy Mutiny 1857
Massacre at Cawnpore
British Viceroyalty in India
Sati rituals
Raja Roy’s critique of sati
William Bentinck
Cost-benefit analysis for ban on sati
“The Knife of Sugar”
Opium as “keystone commodity”
Coerced cultivation in Benares and Bihar
Charles Cornwallis’s opium policy
Competition of Malwa opium
Effect of increased production
Economy of scale advantage
Hastings’ moral rationale for monopoly
China’s Other “Sorrow”: Opium
Macartney Embassy 1792-94
Cohong system
Emperor Daoguang’s 1836 Opium Edict
Lintin Depot
Clipper ships
Coast trade of opium
Chinese debates over legalization of opium
Xu Naiji on legalization
Zhu Zun on prohibition
Social repercussions of opium
Commissioner Lin Zexu
Confiscation of British opium
Letter to Queen Victoria
Charles Elliot
Treaty of Nanjing 1842
Most-favored nation status
Extraterritoriality
War Indemnity
China’s Humiliation and Attempts at Reform
Treaty of Wanghai 1844 (with U.S.)
Treaties of Tientsin (Tianjin) 1858
Sino-Japanese War 1894-95
Treaty of Shimonoseki 1895
Taiping Rebellion
Hong Xiuquan
Taiping gender agenda
Land reforms
Communal organization
Self-Strengthening Movement
Jiangnan Arsenal
One Hundred Days Reforms 1898
Kang Youwei
Views regarding marriage
Liang Qichao
Anti-Foot-binding Society
Tan Sitong
Theories on sexual liberation
Emperor Guangxu
Empress Dowager Cixi
Summer Palace
Japan’s Path to Reform
President Fillmore’s overture
Commodore Matthew Perry’s arrival
Tokugawa Bakufu
Sonno Joi
Kaikoku
The Harris Treaty
Kanrin Maru
Meiji Restoration 1868
Fukuzawa Yukichi
“Datsu-a”
Changes in samurai status
Parliamentary Diet
Constitutional monarchy
Zaibatsus
Meiji tax code
Labor laws
Nationalism in Meiji Japan
Imperial Rescript on Education 1890
“Samuraization” of Japan
Cult of the Emperor
Conscription ordinance or “blood tax” 1873
Centralized Shinto shrines
Shrine for war dead (1879)
Reforms in mandatory schooling
Overcoming parochialism
Ministry of Education and textbooks
Young Men’s Associations
Print capitalism and “imagined community”
Vernacularization and nationalism
Boshin Rescript of 1908
The Ideology of the Nation
Reaction to Napoleonic conquests
Congress of Vienna
Clemens von Metternich
Balance of power system
Johann Gottfried Herder
German Volkgeist
Johann Gottlieb Fichte
“Invisible bonds” of Germans
Germanic tribal legacy
Otto von Bismarck
“Blood and Iron” agenda
Unification under the “Second Reich”
Alsace-Lorraine
Ernest Renan
Partition of Verdun
Necessity of “historical error”
St. Bartholomew’s Day Massacre
“Ethnographic principle”
“Spiritual principle” of a nation
Michelet on the French Revolution
Revisionist history or “reverse ventriloquism”
Rhetoric of shared suffering
National identity as a “daily plebiscite”
Nation and Race: 19th Century Anti-Semitism
The Dreyfus Affair 1894
Wilhelm Marr “Anti-Semitism”
Houston Chamberlain
“Pseudo-Hebraic mestizos”
Fear of racial miscegenation
Napoleonic emancipation decrees
Hep-Hep Pogroms 1819
Backlash against Jewish emancipation
Coffee-house riots of Hamburg
Pogroms of 1848
Historical “script” of Anti-Semitism
The “moral economy” of a persecuting society
Zionism and the Specter of Nationalism
Russian Pogroms of 1880s
Theodor Herzl
Jewish assimilation in European society
Der Judenstaat
Zionist application of imperialist logic
World Zionist Congress 1897
Sway of Eastern European Jews
First Aliya 1881-1884
Jewish National Fund
Ottoman immigration policies
Jewish land purchases
Second Aliya 1904-1914
Labor Zionism
Y.L. Pinsker’s “Auto-emancipation”
Mufti Al-Husayni of Jerusalem
Arab view of Zionism
Palestinian nationalism
“Filastin”
Naguib Azoury’s prediction
Balfour Declaration 1917
Sykes-Picot Agreement 1916
Convergence of imperialism and nationalism
Part II:Passage Identifications (20%)
Three passages from the following selection will be included on the midterm. You will choose
two to write on. In your response, you must identify the historical or social context, in which
each passage occurs (e.g. speaker, subject, occasion, purpose, general time period). Each
response should be one paragraph long (roughly half a page in length). Be specific and succinct!
Text References in brackets will NOT be provided on the actual exam
1) “The original Kurtz had been educated partly in England, and—as he was good enough to
say himself—his sympathies were in the right place. His mother was half-English, his
father was half-French. All Europe contributed to the making of Kurtz; and by-and-by I
learned that, most appropriately, the International Society for the Suppression of Savage
Customs had entrusted him with the making of a report, for its future guidance.” (Conrad
Heart of Darkness)
2) “The rioters played with past forms of persecution, especially expulsion and murder, and
this serious play lent anti-Jewish riots in the modern period their particular ability to
threaten. Play implies rules, and the specificity of the targets as well as the predictable
course of the riots suggests that the rioters operated within a bounded structure.” (Walser
Smith “From Play to Act”)
3) “Admitting that a peculiarly brutal soldier should be addicted to it, how explain the
trouble and care taken to keep such relics? Why should soldiers campaigning, travelling
light, burden themselves with hundreds of severed human hands, which in the aggregate
must weigh fairly heavy? Why this provision of baskets?” (Morel King Leopold’s Rule
in Africa)
4) “Though this acid may not be to the taste of every one, yet it has played so decisive a part
in the history of the epoch of a culture to which we belong that we ought to be grateful to
the giver; instead of being indignant about it, we shall do better to inform ourselves
thoroughly concerning the significance of this ‘entrance of the Jews into the history of the
West,’ an event which in any case exercised inestimable influence upon our whole
culture, and which has not yet reached its full growth.” (Chamberlain “The Foundations
of the Nineteenth Century”)
5) “Forgetting, I would even go so far as to say historical error, is a crucial factor in the
creation of a nation, which is why progress in historical studies often constitutes a danger
for [the principle] of nationality. Indeed, historical enquiry brings to light deeds of
violence which took place at the origin of all political formations, even of those whose
consequences have been altogether beneficial. Unity is always effected by means of
brutality.” (Renan “What is a Nation?”)
6) “Since even ignorant commoners are talking in this way, I fear that if the bakufu does not
decide to carry out expulsion, if its handling of the matter shows nothing but excess of
leniency and appeasement of the foreigners, then the lower orders may fail to understand
its ideas and hence opposition might rise from evil men who have lost their respect for
bakufu authority. It might even be that bakufu control of the great lords would itself be
endangered. That is the ninth reason why we must never choose the policy of peace.”
(Tokugawa Nariaki “Debates over the Opening of Japan”)
Part Three: Essay (50%)
There were many key forces—ranging from the aspirations of political and social revolutions, to
the profit-incentives of capitalist accumulation and industrial expansion, and finally to the
momentum of nation-building—that defined the so-called “long 19th century.” In making sense
of these seemingly disparate developments, one might consider imperialism a thematic linchpin
or glue that was connected to each of the other 19th century phenomena, either as its cause or
effect, or even as both.
In your essay, please develop a thesis forwarding what you consider to be the most significant
relationship in understanding 19th century imperialism. In other words, what other 19th century
ideology best allows us to understand the motives and effects of imperialism? Recognizing that
imperialism can be linked to many other ideologies or agendas, this assignment, however,
challenges you to identify ONE connection you see as most pivotal and decisive. Therefore, you
need to take a specific argumentative stance in identifying what you believe is the most
instructive angle to understand 19th century imperialism.
Here are some possible choices (NOT arranged in any order of importance) you can consider as
you develop your thesis about the key relationship in understanding the rationale or effect of 19th
century imperialism (remember to only focus on one relationship):
1)
2)
3)
4)
Racial ideology and imperialism
Capitalism and imperialism
Civilizing mission and imperialism
Nationalism and imperialism
How to prepare: First, consult the syllabus, the lecture outlines, the study guides looking for a
hypothesis that would work well for you. Then, scrutinize your readings and lectures notes for
examples that are most relevant to your hypothesis. Once you settle on a thesis, stay focused on
it. Do not drift off on tangents! Do not write an essay that is a mile wide in scope and an inch
deep in substance! Instead, showcase that you have reflected on the topic, integrating the
readings and lectures critically and selectively. Be sure to explain all relevance (either direct or
implied) in a coherent and concrete manner. (Suggested length for essay 5 blue-book pages,
single-spaced)
Prepare well and good luck on all your finals!