© 2006 Pearson Education, Inc. Modernism was NOT: 1.critical of middle-class society 2.a major influence on literature 3.deeply concerned with social issues 4.deeply concerned with aesthetics Q

© 2006 Pearson Education, Inc. Modernism was NOT: 1.critical of middle-class society 2.a major influence on literature 3.deeply concerned with social issues 4.deeply concerned with aesthetics A

© 2006 Pearson Education, Inc. EXPLANATION: Modernism was NOT: 3.deeply concerned with social issues Like realism, modernism was critical of middle-class society and morality. Modernism, however, was not deeply concerned with social issues E

© 2006 Pearson Education, Inc. The Post-Impressionists are best understood as: 1.a reaction against the Impressionist movement 2.realists 3.anti-modernists 4.a continuation of the Impressionist movement Q

© 2006 Pearson Education, Inc. The Post-Impressionists are best understood as: 1.a reaction against the Impressionist movement 2.realists 3.anti-modernists 4.a continuation of the Impressionist movement A

© 2006 Pearson Education, Inc. EXPLANATION: The Post-Impressionists are best understood as: 4.a continuation of the Impressionist movement Post-impressionists should best be understood as a continuation of the Previous Impressionist movement rather than a reaction against it. The chief figures associated with postimpressionism are Georges Seurat, Paul Cezanne, Vincent Van Gogh, and Paul Gauguin E

© 2006 Pearson Education, Inc. The single most important new departure in early twentieth-century Western art was: 1.Cubism 2.Post-Impressionism 3.Dada 4.Surrealism Q

© 2006 Pearson Education, Inc. The single most important new departure in early twentieth-century Western art was: 1.Cubism 2.Post-Impressionism 3.Dada 4.Surrealism A

© 2006 Pearson Education, Inc. EXPLANATION: The single most important new departure in early twentieth-century Western art was: 1.Cubism The single most important new departure in early-twentieth-century Western art was cubism, a term first coined to describe the paintings of Pablo Picasso (1881– 1973) and Georges Braque (1882–1963) E

© 2006 Pearson Education, Inc. In Nietzsches view, morality was: 1.the foundation of a well-ordered society 2.a human convention 3.an expression of the divine 4.an expression of the eternal human soul Q

© 2006 Pearson Education, Inc. In Nietzsches view, morality was: 1.the foundation of a well-ordered society 2.a human convention 3.an expression of the divine 4.an expression of the eternal human soul A

© 2006 Pearson Education, Inc. EXPLANATION: In Nietzsches view, morality was: 1.a human convention Two of Nietzsches most profound works, Beyond Good and Evil (1886) and The Genealogy of Morals (1887), explore the idea that morality is a human convention that has no grounding in external reality. Good and evil, he claimed, do not exist on their own E

© 2006 Pearson Education, Inc. Freud believed that dreams are expressions of: 1.general physical health 2.the unknowable inner life of humans 3.the chaos that permeated the universe 4.unconscious wishes and desires Q

© 2006 Pearson Education, Inc. Freud believed that dreams are expressions of: 1.general physical health 2.the unknowable inner life of humans 3.the chaos that permeated the universe 4.unconscious wishes and desires A

© 2006 Pearson Education, Inc. EXPLANATION: Freud believed that dreams are expressions of: 4.unconscious wishes and desires Freud concluded that dreams allow unconscious wishes, desires, and drives that had been excluded from everyday conscious life to enjoy freer play in the mind. The dream, he wrote, is the [disguised] fulfillment of a [suppressed, repressed] wish E

© 2006 Pearson Education, Inc. Jung and Freud split over the issue of: 1.Jungs anti-Semitism 2.the existence of the unconscious 3.the role of sexual drives in forming personality 4.Jungs rejection of religion Q

© 2006 Pearson Education, Inc. Jung and Freud split over the issue of: 1.Jungs anti-Semitism 2.the existence of the unconscious 3.the role of sexual drives in forming personality 4.Jungs rejection of religion A

© 2006 Pearson Education, Inc. EXPLANATION: Jung and Freud split over the issue of: 3.the role of sexual drives in forming personality By 1910, several of Freuds early followers soon moved toward theories of which the master disapproved. The most important of these dissenters was Carl Jung (1875– 1961). Before World War I, the two men had come to a parting of the ways. Jung questioned the primacy of sexual drives in forming personality and in contributing to mental disorder E

© 2006 Pearson Education, Inc. In Webers view, the basic feature of modern social life was: 1.the emergence of rational Christianity 2.bureaucratization 3.increasing violence 4.increasing irrationality Q

© 2006 Pearson Education, Inc. In Webers view, the basic feature of modern social life was: 1.the emergence of rational Christianity 2.bureaucratization 3.increasing violence 4.increasing irrationality A

© 2006 Pearson Education, Inc. EXPLANATION: In Webers view, the basic feature of modern social life was: 2.bureaucratization Weber saw bureaucratization as the basic feature of modern social life. He used this view to oppose Marxs concept of the development of capitalism as the driving force in modern society E

© 2006 Pearson Education, Inc. Racial thinking was transformed in the late nineteenth century by its association with: 1.the biological sciences 2.modernism 3.evangelical Christians 4.slavery Q

© 2006 Pearson Education, Inc. Racial thinking was transformed in the late nineteenth century by its association with: 1.the biological sciences 2.modernism 3.evangelical Christians 4.slavery A

© 2006 Pearson Education, Inc. EXPLANATION: Racial thinking was transformed in the late nineteenth century by its association with: 1.the biological sciences What transformed racial thinking at the end of the century was its association with the biological sciences. The prestige associated with biology and science in general became transferred to racial thinking, whose advocates now claimed to possess a materialistic, scientific basis for their thought E

© 2006 Pearson Education, Inc. Theodor Herzl called for: 1.the creation of a Jewish state outside of Europe 2.renewed efforts at Jewish assimilation 3.renewed efforts to achieve legal equality for Jews in Europe 4.government support for popular anti-Semitism Q

© 2006 Pearson Education, Inc. Theodor Herzl called for: 1.the creation of a Jewish state outside of Europe 2.renewed efforts at Jewish assimilation 3.renewed efforts to achieve legal equality for Jews in Europe 4.government support for popular anti-Semitism A

© 2006 Pearson Education, Inc. EXPLANATION: Theodor Herzl called for: 1.the creation of a Jewish state outside of Europe In 1896, Herzl published The Jewish State, in which he called for a separate state in which all Jews might be assured of those rights and liberties that they should be enjoying in the liberal states of Europe E

© 2006 Pearson Education, Inc. Josephine Butler is best known for her campaign for: 1.better pay for working-class women 2.racial equality 3.equal legal rights for women and minorities 4.the repeal of the Contagious Diseases Acts Q

© 2006 Pearson Education, Inc. Josephine Butler is best known for her campaign for: 1.better pay for working-class women 2.racial equality 3.equal legal rights for women and minorities 4.the repeal of the Contagious Diseases Acts A

© 2006 Pearson Education, Inc. EXPLANATION: Josephine Butler is best known for her campaign for: 4.the repeal of the Contagious Diseases Acts By 1869, the Ladies National Association for the Repeal of the Contagious Diseases Acts, a distinctly middle-class organization led by Josephine Butler (1828–1906), began actively to oppose those laws E

© 2006 Pearson Education, Inc. Darwins notion of natural selection was not accepted by most scientists until: 1.the 1880s and 1890s 2.the 1940s and 1950s 3.the 1920s and 1930s 4.the 1860s and 1870s Q

© 2006 Pearson Education, Inc. Darwins notion of natural selection was not accepted by most scientists until: 1.the 1880s and 1890s 2.the 1940s and 1950s 3.the 1920s and 1930s 4.the 1860s and 1870s A

© 2006 Pearson Education, Inc. EXPLANATION: Darwins notion of natural selection was not accepted by most scientists until: 3.the 1920s and 1930s By the end of the century, scientists widely accepted the concept of evolution but not yet Darwins mechanism of natural selection. The acceptance of the latter really dates from the 1920s and 1930s, when Darwins theory was combined with modern genetics E

© 2006 Pearson Education, Inc. Bismarcks Kulturkampf was directed against: 1.socialists 2.Germanys Jews 3.the Catholic Church 4.communists Q

© 2006 Pearson Education, Inc. Bismarcks Kulturkampf was directed against: 1.socialists 2.Germanys Jews 3.the Catholic Church 4.communists A

© 2006 Pearson Education, Inc. EXPLANATION: Bismarcks Kulturkampf was directed against: 3.the Catholic Church Many of the clergy refused to obey these laws, and by 1876, Bismarck had either arrested or expelled all Catholic bishops from Prussia. In the end, Bismarcks Kulturkampf (cultural struggle) against the Catholic Church failed E

© 2006 Pearson Education, Inc. Pope Pius IXs Syllabus of Errors put the Catholic Church: 1.on the side of contemporary science 2.squarely against contemporary science 3.on the side of Europes anti-Semites 4.on a collision course with Europes Protestants Q

© 2006 Pearson Education, Inc. Pope Pius IXs Syllabus of Errors put the Catholic Church: 1.on the side of contemporary science 2.squarely against contemporary science 3.on the side of Europes anti-Semites 4.on a collision course with Europes Protestants A

© 2006 Pearson Education, Inc. EXPLANATION: Pope Pius IXs Syllabus of Errors put the Catholic Church: 2.squarely against contemporary science The most striking feature of Christian religious revival was the resilience of the papacy. The brief hope for a liberal pontificate from Pope Pius IX (r.1846– 1878) vanished when he fled the turmoil in Rome in November In 1864, he issued the Syllabus of Errors, which set the Catholic Church squarely against contemporary science, philosophy, and politics E

© 2006 Pearson Education, Inc. Proponents of the Wahhabi movement: 1.rejected the West and modern thought 2.endorsed Western science, but rejected Western society 3.hoped to build alliances with Christian fundamentalists 4.were most concerned with the development of secular states in the Middle East Q

© 2006 Pearson Education, Inc. Proponents of the Wahhabi movement: 1.rejected the West and modern thought 2.endorsed Western science, but rejected Western society 3.hoped to build alliances with Christian fundamentalists 4.were most concerned with the development of secular states in the Middle East A

© 2006 Pearson Education, Inc. EXPLANATION: Proponents of the Wahhabi movement: 1.rejected the West and modern thought Islamic religious leaders simply rejected the West and modern thought. They included the Mahdist movement in Sudan, the Sanussiya in Libya, and the Wahhabi movement in the Arabian peninsula E

© 2006 Pearson Education, Inc. Henrik Ibsen carried realism into the presentation of: 1.elite culture and social mores 2.popular politics 3.domestic life 4.life in non-European countries Q

© 2006 Pearson Education, Inc. Henrik Ibsen carried realism into the presentation of: 1.elite culture and social mores 2.popular politics 3.domestic life 4.life in non-European countries A

© 2006 Pearson Education, Inc. EXPLANATION: Henrik Ibsen carried realism into the presentation of: 3.domestic life The Norwegian playwright Henrik Ibsen (1828–1906) carried realism into the dramatic presentation of domestic life. He sought to strip away the illusory mask of middle-class morality E