Test: Reading Comprehension: Humanities - GMAT MCQ
20 Questions MCQ Test - Test: Reading Comprehension: Humanities
Although postcolonial theory does not propose a simple causal relation between literature and political action, it nonetheless views literature as an enabler of nationalism and in turn political action: literature imagines the community of the nation, giving it a virtually mythical status. The power of the national imaginary to inspire political action is never in doubt, but the precise mechanisms by which this happens or whether indeed any kind of direct causality is involved remains unclear. It may very well be that literature and political action are reciprocating parts of a complex process for which such questions are peripheral.
An example of such reciprocation is an early play by Yeats, The King’s Threshold (1904), in which an ancient Irish poet goes on hunger strike to protest against his king. This play might be thought to have engendered the hunger strikes Irish republicans resorted to, first during the struggle with Britain from 1916 to 1920, then in the civil war that followed as they fought against the Free State government forces, and finally in 1981 as they resisted continuing British rule in Northern Ireland. Similarly in reciprocation, when the Republican mayor of Cork, Terence MacSwiney, died in hunger strike in 1920, Yeats revised his play, and gave it a revised conclusion – a tragic ending, attributing the tragic ending as a great improvement & much more representative of the then political climate.
The passage mentions the instance of death of Republican mayor of Cork, Terence MacSwiney to illustrate
Scholars studying diversity in students pursuing higher education stress the need for diversity among the faculty and staff of institutions offering such education. It is seen as a way of creating a more welcoming and supportive environment for minorities and of enhancing education for all students. Accordingly, they argue that hiring more Native American faculty and staff is a potential way to help others in the university to become more aware of and responsive to the challenges faced by some Native American students, thereby leading to more effective and culturally competent programs. However, this argument ignores a crucial ground reality. Even though many proponents of the idea discuss variations in cultural orientations among indigenous people, there seems to be an assumption that Native American professors and students share common values and hence teachers of Native American ethnicity are thought to have more insight than their counterparts from other ethnicities into Native American students. But the reality is that Native Americans form an extremely heterogeneous population. Students and teachers of Native American origin can differ in a variety of ways, such as tribal background and level of connection to their culture, and therefore making blanket assumptions about the cultural identity of Native American people who become faculty is just as inappropriate as it is to make stereotypical assumptions about Native American people in general. Accordingly, before any key changes are implemented, it would be reasonable to probe how Native American people who have achieved an extensive background in higher education differ culturally from their tribal communities of origin.
Which of the following statements would the author most likely agree with?
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Scholars studying diversity in students pursuing higher education stress the need for diversity among the faculty and staff of institutions offering such education. It is seen as a way of creating a more welcoming and supportive environment for minorities and of enhancing education for all students. Accordingly, they argue that hiring more Native American faculty and staff is a potential way to help others in the university to become more aware of and responsive to the challenges faced by some Native American students, thereby leading to more effective and culturally competent programs. However, this argument ignores a crucial ground reality. Even though many proponents of the idea discuss variations in cultural orientations among indigenous people, there seems to be an assumption that Native American professors and students share common values and hence teachers of Native American ethnicity are thought to have more insight than their counterparts from other ethnicities into Native American students. But the reality is that Native Americans form an extremely heterogeneous population. Students and teachers of Native American origin can differ in a variety of ways, such as tribal background and level of connection to their culture, and therefore making blanket assumptions about the cultural identity of Native American people who become faculty is just as inappropriate as it is to make stereotypical assumptions about Native American people in general. Accordingly, before any key changes are implemented, it would be reasonable to probe how Native American people who have achieved an extensive background in higher education differ culturally from their tribal communities of origin.
The author is primarily concerned with
Scholars studying diversity in students pursuing higher education stress the need for diversity among the faculty and staff of institutions offering such education. It is seen as a way of creating a more welcoming and supportive environment for minorities and of enhancing education for all students. Accordingly, they argue that hiring more Native American faculty and staff is a potential way to help others in the university to become more aware of and responsive to the challenges faced by some Native American students, thereby leading to more effective and culturally competent programs. However, this argument ignores a crucial ground reality. Even though many proponents of the idea discuss variations in cultural orientations among indigenous people, there seems to be an assumption that Native American professors and students share common values and hence teachers of Native American ethnicity are thought to have more insight than their counterparts from other ethnicities into Native American students. But the reality is that Native Americans form an extremely heterogeneous population. Students and teachers of Native American origin can differ in a variety of ways, such as tribal background and level of connection to their culture, and therefore making blanket assumptions about the cultural identity of Native American people who become faculty is just as inappropriate as it is to make stereotypical assumptions about Native American people in general. Accordingly, before any key changes are implemented, it would be reasonable to probe how Native American people who have achieved an extensive background in higher education differ culturally from their tribal communities of origin.
What can be inferred from the following statement made in the passage?
…making blanket assumptions about the cultural identity of Native American people who become faculty is just as inappropriate as it is to make stereotypical assumptions about Native American people in general...
Émile Durkheim, a French sociologist who rose to prominence in the late 19th and early 20th centuries, is credited with being one of the principal founders of modern sociology. When Durkheim began writing, sociology was not recognized as an independent field of study. As part of the campaign to change this scenario, he went to great lengths to separate sociology from all other disciplines, especially philosophy.
Durkheim’s perspective differed from other sociologists of his era as his theories were founded on things external in nature such as social facts, as opposed to those internal in nature, such as the motivations and desires of individuals. As per him, social phenomena arise when a certain reality emerges from the behavior of interacting individuals, but this same reality cannot be explained in terms of the characteristics of individual agents. For instance, he could argue that social formations such as gangs, political parties and associations are comprised of individual members, but the macro outcome resulting from such organizations operates in a different level and produces results that would not occur on an individual level. He, therefore, believed that the society was far superior to any of its individual components and could hence exert a coercive power on individuals to lead them to acceptable levels of satisfaction. His idea was that happiness and wants are tied to each other. He said, “To pursue a goal which is by definition unattainable is to condemn oneself to a state of perpetual unhappiness... To achieve any other result, the passions first must be limited. But since the individual has no way of limiting them, this must be done by some force exterior to him”. This exterior force of course in his opinion was the society.
Which of the following best describes the main focus of the passage?
Émile Durkheim, a French sociologist who rose to prominence in the late 19th and early 20th centuries, is credited with being one of the principal founders of modern sociology. When Durkheim began writing, sociology was not recognized as an independent field of study. As part of the campaign to change this scenario, he went to great lengths to separate sociology from all other disciplines, especially philosophy.
Durkheim’s perspective differed from other sociologists of his era as his theories were founded on things external in nature such as social facts, as opposed to those internal in nature, such as the motivations and desires of individuals. As per him, social phenomena arise when a certain reality emerges from the behavior of interacting individuals, but this same reality cannot be explained in terms of the characteristics of individual agents. For instance, he could argue that social formations such as gangs, political parties and associations are comprised of individual members, but the macro outcome resulting from such organizations operates in a different level and produces results that would not occur on an individual level. He, therefore, believed that the society was far superior to any of its individual components and could hence exert a coercive power on individuals to lead them to acceptable levels of satisfaction. His idea was that happiness and wants are tied to each other. He said, “To pursue a goal which is by definition unattainable is to condemn oneself to a state of perpetual unhappiness... To achieve any other result, the passions first must be limited. But since the individual has no way of limiting them, this must be done by some force exterior to him”. This exterior force of course in his opinion was the society.
Which one of the following statements can be inferred from the section below?
(Second paragraph, second last sentence)
To pursue a goal which is by definition unattainable is to condemn oneself to a state of perpetual unhappiness... To achieve any other result, the passions first must be limited. But since the individual has no way of limiting them, this must be done by some force exterior to him
Émile Durkheim, a French sociologist who rose to prominence in the late 19th and early 20th centuries, is credited with being one of the principal founders of modern sociology. When Durkheim began writing, sociology was not recognized as an independent field of study. As part of the campaign to change this scenario, he went to great lengths to separate sociology from all other disciplines, especially philosophy.
Durkheim’s perspective differed from other sociologists of his era as his theories were founded on things external in nature such as social facts, as opposed to those internal in nature, such as the motivations and desires of individuals. As per him, social phenomena arise when a certain reality emerges from the behavior of interacting individuals, but this same reality cannot be explained in terms of the characteristics of individual agents. For instance, he could argue that social formations such as gangs, political parties and associations are comprised of individual members, but the macro outcome resulting from such organizations operates in a different level and produces results that would not occur on an individual level. He, therefore, believed that the society was far superior to any of its individual components and could hence exert a coercive power on individuals to lead them to acceptable levels of satisfaction. His idea was that happiness and wants are tied to each other. He said, “To pursue a goal which is by definition unattainable is to condemn oneself to a state of perpetual unhappiness... To achieve any other result, the passions first must be limited. But since the individual has no way of limiting them, this must be done by some force exterior to him”. This exterior force of course in his opinion was the society.
Which of the following is stated in the passage?
Characterized by change of ideals, Sanskritization traditionally denoted the process by which castes placed lower in the caste hierarchy sought upward mobility by emulating the rituals and practices of the upper castes. It became an inevitable feature of those castes that experienced a vast gap between their ritual and politico-economic positions. Such castes enjoyed a high level of political and economic power. Accordingly, economic elevation was not a sought- after goal through Sanskritization. Infact, sometimes a group could start by acquiring political power, which led to economic betterment and Sanskritization.
Although there is no unanimity on whether it has been a major process of cultural change in Indian history, it has occurred almost in every part of the Indian sub-continent. However, the nature of the process is by no means uniform as the cultural norms or customs being imitated may vary from Sanskrit or Hindu traditional forms to tribal and even the Islamic patterns. Also, with the passage of time, the boundaries of the definition have blurred and today Sanskritization is no longer limited to the changes in the customs, rituals and ideology and way of life of a caste placed lower in the caste hierarchy; it has now begun to stand for cross imitation of customs and way of life among different social groups. In essence, Sanskritization is only an illustration of the operation of the ‘reference group’ process. A reference group is a group that is used as a standard to evaluate one’s rituals, attitudes, customs etc. As long as the caste has prestige in the social groups, it serves as a model. Accordingly, a ruling group or caste will also serve as a model if it commands prestige in the society.
The author is primarily concerned with
Characterized by change of ideals, Sanskritization traditionally denoted the process by which castes placed lower in the caste hierarchy sought upward mobility by emulating the rituals and practices of the upper castes. It became an inevitable feature of those castes that experienced a vast gap between their ritual and politico-economic positions. Such castes enjoyed a high level of political and economic power. Accordingly, economic elevation was not a sought- after goal through Sanskritization. Infact, sometimes a group could start by acquiring political power, which led to economic betterment and Sanskritization.
Although there is no unanimity on whether it has been a major process of cultural change in Indian history, it has occurred almost in every part of the Indian sub-continent. However, the nature of the process is by no means uniform as the cultural norms or customs being imitated may vary from Sanskrit or Hindu traditional forms to tribal and even the Islamic patterns. Also, with the passage of time, the boundaries of the definition have blurred and today Sanskritization is no longer limited to the changes in the customs, rituals and ideology and way of life of a caste placed lower in the caste hierarchy; it has now begun to stand for cross imitation of customs and way of life among different social groups. In essence, Sanskritization is only an illustration of the operation of the ‘reference group’ process. A reference group is a group that is used as a standard to evaluate one’s rituals, attitudes, customs etc. As long as the caste has prestige in the social groups, it serves as a model. Accordingly, a ruling group or caste will also serve as a model if it commands prestige in the society.
Which of the following statements would the author most likely agree with?
Characterized by change of ideals, Sanskritization traditionally denoted the process by which castes placed lower in the caste hierarchy sought upward mobility by emulating the rituals and practices of the upper castes. It became an inevitable feature of those castes that experienced a vast gap between their ritual and politico-economic positions. Such castes enjoyed a high level of political and economic power. Accordingly, economic elevation was not a sought- after goal through Sanskritization. Infact, sometimes a group could start by acquiring political power, which led to economic betterment and Sanskritization.
Although there is no unanimity on whether it has been a major process of cultural change in Indian history, it has occurred almost in every part of the Indian sub-continent. However, the nature of the process is by no means uniform as the cultural norms or customs being imitated may vary from Sanskrit or Hindu traditional forms to tribal and even the Islamic patterns. Also, with the passage of time, the boundaries of the definition have blurred and today Sanskritization is no longer limited to the changes in the customs, rituals and ideology and way of life of a caste placed lower in the caste hierarchy; it has now begun to stand for cross imitation of customs and way of life among different social groups. In essence, Sanskritization is only an illustration of the operation of the ‘reference group’ process. A reference group is a group that is used as a standard to evaluate one’s rituals, attitudes, customs etc. As long as the caste has prestige in the social groups, it serves as a model. Accordingly, a ruling group or caste will also serve as a model if it commands prestige in the society.
Which of the following most aptly describes the function of the first paragraph?
Characterized by change of ideals, Sanskritization traditionally denoted the process by which castes placed lower in the caste hierarchy sought upward mobility by emulating the rituals and practices of the upper castes. It became an inevitable feature of those castes that experienced a vast gap between their ritual and politico-economic positions. Such castes enjoyed a high level of political and economic power. Accordingly, economic elevation was not a sought- after goal through Sanskritization. Infact, sometimes a group could start by acquiring political power, which led to economic betterment and Sanskritization.
Although there is no unanimity on whether it has been a major process of cultural change in Indian history, it has occurred almost in every part of the Indian sub-continent. However, the nature of the process is by no means uniform as the cultural norms or customs being imitated may vary from Sanskrit or Hindu traditional forms to tribal and even the Islamic patterns. Also, with the passage of time, the boundaries of the definition have blurred and today Sanskritization is no longer limited to the changes in the customs, rituals and ideology and way of life of a caste placed lower in the caste hierarchy; it has now begun to stand for cross imitation of customs and way of life among different social groups. In essence, Sanskritization is only an illustration of the operation of the ‘reference group’ process. A reference group is a group that is used as a standard to evaluate one’s rituals, attitudes, customs etc. As long as the caste has prestige in the social groups, it serves as a model. Accordingly, a ruling group or caste will also serve as a model if it commands prestige in the society.
In the passage, which of the following is NOT mentioned?
Logical arguments are usually classified as either deductive or inductive, depending on the process used to arrive at them. In the process of deduction, you begin with some statements, called premises, which are assumed to be true, and you then determine what else would have to be true if the premises are true. For example, in mathematics you can begin with some axioms and then determine what you can prove to be true given those axioms are true. With deduction you can provide absolute proof of your conclusions, since your premises are considered correct. The premises themselves, however, remain unproven and unprovable; they must be accepted on face value, or by faith, or for the purpose of exploration.
On the other hand, in the process of induction, you begin with some data, and then determine what general conclusion(s) can logically be derived from that data. In other words, you determine what theory or theories could explain the data. For example, you note that the probability of becoming schizophrenic is greatly increased if at least one parent is schizophrenic, and from that you conclude that schizophrenia may be inherited. That is certainly a reasonable hypothesis given the data. Note, however, that induction does not prove that the theory is correct. There are often alternative theories that are also supported by the data. For example, the behavior of the schizophrenic parent may cause the child to be schizophrenic, not the genes. What is important in induction is that the theory does indeed offer a logical explanation of the data. To conclude that the parents have no effect on the schizophrenia of the children is not supportable given the data, and would not be a logical conclusion.
Both deduction and induction by themselves are inadequate for a scientific approach. While deduction gives absolute proof, it never makes contact with the real world; there is no place for observation or experimentation - no way to test the validity of the premises. And, while induction is driven by observation, it never approaches actual proof of a theory. Accordingly, a synthesis of these two logical approaches is required for an actual scientific method.
The author’s primarily concerned with
Logical arguments are usually classified as either deductive or inductive, depending on the process used to arrive at them. In the process of deduction, you begin with some statements, called premises, which are assumed to be true, and you then determine what else would have to be true if the premises are true. For example, in mathematics you can begin with some axioms and then determine what you can prove to be true given those axioms are true. With deduction you can provide absolute proof of your conclusions, since your premises are considered correct. The premises themselves, however, remain unproven and unprovable; they must be accepted on face value, or by faith, or for the purpose of exploration.
On the other hand, in the process of induction, you begin with some data, and then determine what general conclusion(s) can logically be derived from that data. In other words, you determine what theory or theories could explain the data. For example, you note that the probability of becoming schizophrenic is greatly increased if at least one parent is schizophrenic, and from that you conclude that schizophrenia may be inherited. That is certainly a reasonable hypothesis given the data. Note, however, that induction does not prove that the theory is correct. There are often alternative theories that are also supported by the data. For example, the behavior of the schizophrenic parent may cause the child to be schizophrenic, not the genes. What is important in induction is that the theory does indeed offer a logical explanation of the data. To conclude that the parents have no effect on the schizophrenia of the children is not supportable given the data, and would not be a logical conclusion.
Both deduction and induction by themselves are inadequate for a scientific approach. While deduction gives absolute proof, it never makes contact with the real world; there is no place for observation or experimentation - no way to test the validity of the premises. And, while induction is driven by observation, it never approaches actual proof of a theory. Accordingly, a synthesis of these two logical approaches is required for an actual scientific method.
Which one of the following statements can be inferred about the induction process of arriving at a logical argument?
Logical arguments are usually classified as either deductive or inductive, depending on the process used to arrive at them. In the process of deduction, you begin with some statements, called premises, which are assumed to be true, and you then determine what else would have to be true if the premises are true. For example, in mathematics you can begin with some axioms and then determine what you can prove to be true given those axioms are true. With deduction you can provide absolute proof of your conclusions, since your premises are considered correct. The premises themselves, however, remain unproven and unprovable; they must be accepted on face value, or by faith, or for the purpose of exploration.
On the other hand, in the process of induction, you begin with some data, and then determine what general conclusion(s) can logically be derived from that data. In other words, you determine what theory or theories could explain the data. For example, you note that the probability of becoming schizophrenic is greatly increased if at least one parent is schizophrenic, and from that you conclude that schizophrenia may be inherited. That is certainly a reasonable hypothesis given the data. Note, however, that induction does not prove that the theory is correct. There are often alternative theories that are also supported by the data. For example, the behavior of the schizophrenic parent may cause the child to be schizophrenic, not the genes. What is important in induction is that the theory does indeed offer a logical explanation of the data. To conclude that the parents have no effect on the schizophrenia of the children is not supportable given the data, and would not be a logical conclusion.
Both deduction and induction by themselves are inadequate for a scientific approach. While deduction gives absolute proof, it never makes contact with the real world; there is no place for observation or experimentation - no way to test the validity of the premises. And, while induction is driven by observation, it never approaches actual proof of a theory. Accordingly, a synthesis of these two logical approaches is required for an actual scientific method.
Which one of the following statements is true as per the information given in the passage?
The concept of difference feminism, proposed by psychologist Carol Gilligan and criticized by many, holds that men and women have genuine differences that need not all be considered equal. What’s most enraging, aptly so, to the critics of Gilligan is the idea proposed by her in her book In a Different Voice that women have their own special version of morality rooted in relationships and caring rather than the supposedly abstract notions of justice and equity.
But however regressive her ideas were, Gilligan’s views garnered popularity and admiration in the writings of many others; lesser known imitations of her book include Nell Noddings’ Caring, Sara Ruddick’s Maternal Thinking, and Belenky, Clunchy, Golberger and Tarule’s Women’s way of Knowing. In fact Women’s way of Knowing, a book based on the responses gathered from 135 women interviewees, goes so far as to claim that women are not comfortable with argumentation and disagreement and that they have a distinct approach to knowledge, one that underlines collaboration, consensus, and mutual understanding.
The findings of the book have rightly been challenged by critics who point out that the responses elicited from the interviewees were not fully uncontaminated as these women were told the topic of the study in advance. However, irrespective of the authenticity of the findings of studies that confirm the ideas propagated in books such as In a Different Voice and Women’s way of Knowing, the conclusions drawn by the authors of these books are unwarranted. If the idea that women prefer to avoid disagreement and to promote understanding and acceptance over judgment and assessment had been true, there would have been clear and loud demands from women to change the basic nature of education provided to them as clearly the whole point of critical thinking, which forms an integral part of the education system, is to know what to accept and what to reject by assessment and judgment.
The author is primarily concerned with
The concept of difference feminism, proposed by psychologist Carol Gilligan and criticized by many, holds that men and women have genuine differences that need not all be considered equal. What’s most enraging, aptly so, to the critics of Gilligan is the idea proposed by her in her book In a Different Voice that women have their own special version of morality rooted in relationships and caring rather than the supposedly abstract notions of justice and equity.
But however regressive her ideas were, Gilligan’s views garnered popularity and admiration in the writings of many others; lesser known imitations of her book include Nell Noddings’ Caring, Sara Ruddick’s Maternal Thinking, and Belenky, Clunchy, Golberger and Tarule’s Women’s way of Knowing. In fact Women’s way of Knowing, a book based on the responses gathered from 135 women interviewees, goes so far as to claim that women are not comfortable with argumentation and disagreement and that they have a distinct approach to knowledge, one that underlines collaboration, consensus, and mutual understanding.
The findings of the book have rightly been challenged by critics who point out that the responses elicited from the interviewees were not fully uncontaminated as these women were told the topic of the study in advance. However, irrespective of the authenticity of the findings of studies that confirm the ideas propagated in books such as In a Different Voice and Women’s way of Knowing, the conclusions drawn by the authors of these books are unwarranted. If the idea that women prefer to avoid disagreement and to promote understanding and acceptance over judgment and assessment had been true, there would have been clear and loud demands from women to change the basic nature of education provided to them as clearly the whole point of critical thinking, which forms an integral part of the education system, is to know what to accept and what to reject by assessment and judgment.
Which of the following statements can be derived from the passage?
The concept of difference feminism, proposed by psychologist Carol Gilligan and criticized by many, holds that men and women have genuine differences that need not all be considered equal. What’s most enraging, aptly so, to the critics of Gilligan is the idea proposed by her in her book In a Different Voice that women have their own special version of morality rooted in relationships and caring rather than the supposedly abstract notions of justice and equity.
But however regressive her ideas were, Gilligan’s views garnered popularity and admiration in the writings of many others; lesser known imitations of her book include Nell Noddings’ Caring, Sara Ruddick’s Maternal Thinking, and Belenky, Clunchy, Golberger and Tarule’s Women’s way of Knowing. In fact Women’s way of Knowing, a book based on the responses gathered from 135 women interviewees, goes so far as to claim that women are not comfortable with argumentation and disagreement and that they have a distinct approach to knowledge, one that underlines collaboration, consensus, and mutual understanding.
The findings of the book have rightly been challenged by critics who point out that the responses elicited from the interviewees were not fully uncontaminated as these women were told the topic of the study in advance. However, irrespective of the authenticity of the findings of studies that confirm the ideas propagated in books such as In a Different Voice and Women’s way of Knowing, the conclusions drawn by the authors of these books are unwarranted. If the idea that women prefer to avoid disagreement and to promote understanding and acceptance over judgment and assessment had been true, there would have been clear and loud demands from women to change the basic nature of education provided to them as clearly the whole point of critical thinking, which forms an integral part of the education system, is to know what to accept and what to reject by assessment and judgment.
Which of the following is the function of the second paragraph in the passage?
The concept of difference feminism, proposed by psychologist Carol Gilligan and criticized by many, holds that men and women have genuine differences that need not all be considered equal. What’s most enraging, aptly so, to the critics of Gilligan is the idea proposed by her in her book In a Different Voice that women have their own special version of morality rooted in relationships and caring rather than the supposedly abstract notions of justice and equity.
But however regressive her ideas were, Gilligan’s views garnered popularity and admiration in the writings of many others; lesser known imitations of her book include Nell Noddings’ Caring, Sara Ruddick’s Maternal Thinking, and Belenky, Clunchy, Golberger and Tarule’s Women’s way of Knowing. In fact Women’s way of Knowing, a book based on the responses gathered from 135 women interviewees, goes so far as to claim that women are not comfortable with argumentation and disagreement and that they have a distinct approach to knowledge, one that underlines collaboration, consensus, and mutual understanding.
The findings of the book have rightly been challenged by critics who point out that the responses elicited from the interviewees were not fully uncontaminated as these women were told the topic of the study in advance. However, irrespective of the authenticity of the findings of studies that confirm the ideas propagated in books such as In a Different Voice and Women’s way of Knowing, the conclusions drawn by the authors of these books are unwarranted. If the idea that women prefer to avoid disagreement and to promote understanding and acceptance over judgment and assessment had been true, there would have been clear and loud demands from women to change the basic nature of education provided to them as clearly the whole point of critical thinking, which forms an integral part of the education system, is to know what to accept and what to reject by assessment and judgment.
Which of the following is mentioned in the passage?
In the year 1898, the United States made its earliest plunge into imperialism. For the first time, the nation secured overseas lands, dominions too thickly populated to be adapted for the purposes of colonization. By earlier conquests and purchases such as those of Louisiana, Florida, Texas, California, and New Mexico, the United States had secured relatively empty territories, which a flow of emigrants from the Eastern States of the US could rapidly Americanize. But in Puerto Rico, the Philippines and Hawaii, there was never a serious attempt to colonize on the part of the American citizens. The reasons behind these conquests were similar to the ones that led to the European partition of Africa in the 19th century. The year 1898 indeed represented a strong shift in the foreign policy.
Even though in the years after the Civil War (1861-1865), Denmark offered to sell St. Thomas and St. Johns cheaply, the United States refused to purchase them, and declined to annex San Domingo or to entertain Sweden's proposal to purchase its West Indian territory. In 1893, instead of annexing Hawaii, the US attempted to bolster up the sovereignty of the native Queen. Then suddenly Puerto Rico, the Philippines and Guam were annexed; Hawaii was incorporated and Samoa was divided with Germany. America finally abandoned isolationism for good.
In part, this change in foreign policy was due to military considerations. The possession of Hawaii, Panama and Guantanamo in Cuba was obviously necessary for the defense of America’s coasts. Just as the Monroe Doctrine was intended to protect the country from the approach of great military powers, so these new acquisitions were desired to pre-empt close-lying bases, from which fleets in enemy possession could assail the country’s trade or cut off its communication. Such strategic considerations, however, do not explain the whole of the new imperialistic policy. Economic motives played a greater part. As a result of the Industrial Revolution, merchants had begun to think in terms of foreign markets and the US financiers in terms of foreign investments. The growing population had made increasing demands upon food products, leaving less to be exported, and at the same time exports of manufactures had increased. Many citizens believed that the United States could not afford to adhere to a policy of isolation while other nations were reaching out for the command of new markets.
Which of the following statements best explains America’s sudden shift from isolationism to imperialism?
In the year 1898, the United States made its earliest plunge into imperialism. For the first time, the nation secured overseas lands, dominions too thickly populated to be adapted for the purposes of colonization. By earlier conquests and purchases such as those of Louisiana, Florida, Texas, California, and New Mexico, the United States had secured relatively empty territories, which a flow of emigrants from the Eastern States of the US could rapidly Americanize. But in Puerto Rico, the Philippines and Hawaii, there was never a serious attempt to colonize on the part of the American citizens. The reasons behind these conquests were similar to the ones that led to the European partition of Africa in the 19th century. The year 1898 indeed represented a strong shift in the foreign policy.
Even though in the years after the Civil War (1861-1865), Denmark offered to sell St. Thomas and St. Johns cheaply, the United States refused to purchase them, and declined to annex San Domingo or to entertain Sweden's proposal to purchase its West Indian territory. In 1893, instead of annexing Hawaii, the US attempted to bolster up the sovereignty of the native Queen. Then suddenly Puerto Rico, the Philippines and Guam were annexed; Hawaii was incorporated and Samoa was divided with Germany. America finally abandoned isolationism for good.
In part, this change in foreign policy was due to military considerations. The possession of Hawaii, Panama and Guantanamo in Cuba was obviously necessary for the defense of America’s coasts. Just as the Monroe Doctrine was intended to protect the country from the approach of great military powers, so these new acquisitions were desired to pre-empt close-lying bases, from which fleets in enemy possession could assail the country’s trade or cut off its communication. Such strategic considerations, however, do not explain the whole of the new imperialistic policy. Economic motives played a greater part. As a result of the Industrial Revolution, merchants had begun to think in terms of foreign markets and the US financiers in terms of foreign investments. The growing population had made increasing demands upon food products, leaving less to be exported, and at the same time exports of manufactures had increased. Many citizens believed that the United States could not afford to adhere to a policy of isolation while other nations were reaching out for the command of new markets.
Which of the following best describes the purpose of the third paragraph of the passage?
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