In the late 19th century, the ideas of Social Darwinism were used primarily to
(a) encourage the passage of compulsory education laws
(b) explain the differences in income between the rich and the poor
(c) urge Congress to end immigration
(d) support the growth of new political parties
Answer: (b) explain the differences in income between the rich and the poor
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The economy of the Indus civilization produced
A) grapes. B) corn. C) rice. D) cotton textiles. E) silk.
Who argued for state intervention to promote individual self-development?
a. Mill b. Marx c. Hobhouse d. Herwegh e. Green
Pfeffer’s research reveals the paradoxical situation of women involved with trans men. On the one hand, they have access to heteronormative social privileges, while on the other they:
a. have to live with the sexist expectations of their trans men partners. b. continue to be suspect as gender queer in the larger society. c. feel pressured to take on the conventional housewife role. d. lose access to sexual minority communities with which they identify.
By the mid-1930s
A. the Guomindang had driven the Japanese from Manchuria. B. all vestiges of the Confucian past were gone from Chinese life. C. a Confucian education was still considered to be vital, as seen in the restoration of the Civil Service Examinations. D. Chinese urbanites had become much more Westernized in fashions and social practices, but most rural Chinese still clung to traditional ways. E. women's rights had replaced filial piety as the driving social force in China.