Test What You Learned

Part A: Quiz

    1. Questions 1–2 refer to the passage below.

    2. “The Status of Jews and Christians in Muslim Lands

      What do you say, O scholars of Islam, shining luminaries who dispel the darkness (may God lengthen your days!)? What do you say of the innovations introduced by the cursed unbelievers [Jewish and Christian] into Cairo, into the city of al-Muizz [founder of Cairo, 969] which by its splendor in legal and philosophic studies sparkles in the first rank of Muslim cities?

      Ought one to allow these things to the unbelievers, to the enemies of the faith? Ought one to allow them to dwell among believers under such conditions? Or, indeed, is it not the duty of every Muslim prince and of every magistrate to ask the scholars of the holy law to express their legal opinion, and to call for the advice of wise and enlightened men in order to put an end to these revolting innovations and to these reprehensible acts? Ought one not compel the unbelievers to stick to their pact [of Umar]; ought one not keep them in servitude and prevent them from going beyond the bounds and the limits of their tolerated status in order that there may result from this the greatest glory of God, of His Prophet, and of all Muslims, and likewise of that which is said in the Qu'ran?”

      Jacob Marcus, The Jew in the Medieval World: A Sourcebook, 315-1791, 1938

    3. The Ottoman, Safavid, and Mughal empires had all of the following in common except

      1. utilization of firearms
      2. political support of Islam
      3. artistic innovations and achievements
      4. economic dependence on oil

    4. Which of the following is a difference between the early Islamic empires (1450–1750 C.E.)?

      1. Only the Mughal empire contained a substantial number of non-Muslims.
      2. The Ottoman empire was mostly Sunni while the Safavid was mostly Shi’ite.
      3. Only the Ottoman empire had a military-based society.
      4. Not all experienced problems of succession from one ruler to the next.

      1. Questions 3–4 refer to the passage below.

      2. “Yesterday your ambassador petitioned my ministers to memorialize me regarding your trade with China, but his proposal is not consistent with our dynastic usage and cannot be entertained. Hitherto, all European nations, including your own country’s barbarian merchants, have carried on their trade with our Celestial Empire at Guangzhou. Such has been the procedure for many years, although our Celestial Empire possesses all things in prolific abundance and lacks no product within its own borders. There was therefore no need to import the manufactures of outside barbarians in exchange for our own produce.”

        Excerpt from a letter Chinese emperor Qianlong wrote to King George III of England, 1793

      3. Which of the following regions was least affected by maritime reconnaissance voyages in the period 1450–1750 C.E.?

        1. The Indian Ocean region
        2. West Africa
        3. South America
        4. Oceania and Polynesia

      4. All of the following are reasons why China stopped its global exploration during the fifteenth century except for

        1. political leaders fearing an influx of new technological innovations would lead to social instability
        2. Confucian values denouncing mercantilism and instead stressing the importance of frugality over expensive voyages
        3. threats of Mongol invasions forcing rulers to concentrate attention and resources on the country’s borders
        4. rulers fearing colonization by the European empires and wanting to ensure China’s safety and sovereignty

      1. Questions 5–6 refer to the passage below.

      2. “With the successive losses of two Ming capitals [to the invading Qing], locally prominent families and minor officials in Kiangnan had been sorely pressed to contain a rash of uprisings by various discontented and lawless elements—mainly tenants, indentured persons, and underground groups—and they now welcomed any authority that could restore the social order to which they were accustomed. Consequently, the first appearance of Han Chinese Qing officials in most locales was relatively uneventful, as social leaders adopted a cooperative, wait-and-see attitude. However, . . . it became clearer that ‘barbarians’ were really in charge, a common cause to oppose the Qing was forged among social elements that otherwise would have been at odds.”

        Excerpt from L. A. Struve's The Southern Ming, 1644-1662, 1984

      3. Which of the following policies of the Manchus was most effective in unifying southern Ming resistance to the new foreign dynasty?

        1. Chinese were forbidden from engaging in trade with the outside world.
        2. Chinese men were forced to wear their hair in a queue (ponytail).
        3. Chinese women were encouraged to marry Manchus.
        4. Confucian scholars were removed from government positions.

      4. A historical analogy to the Manchu treatment of Han Chinese is

        1. Elizabeth I’s sumptuary laws dictating styles of dress by social class
        2. medieval European laws that Jews wear distinctive hats and badges
        3. the Turkish policy in the early nineteenth century of replacing the turban with the fez hat
        4. detailed Spanish-American classifications of Native, African, and Spanish ancestry

        1. Questions 7–8 refer to the passage below.

        2. “Those that arriv'd at these Islands from the remotest parts of Spain, and who pride themselves in the Name of Christians, steer'd Two courses principally, in order to the Extirpation, and Exterminating of this [Native] People from the face of the Earth. The first whereof was raising an unjust, sanguinolent, cruel War. The other, by putting them to death, who hitherto, thirsted after their Liberty…: For they being taken off in War, none but Women and Children were permitted to enjoy the benefit of that Country-Air, on whom they did in succeeding times lay such a heavy Yoak, that the very Brutes were more happy than they:      

          Finally, in one word, their Ambition and Avarice, than which the heart of Man never entertained greater, and the vast Wealth of those Regions; the Humility and Patience of the Inhabitants (which made their approach to these Lands more facil and easie) did much promote the business: Whom they so despicably contemned, that they treated them (I speak of things which I was an Eye Witness of, without the least fallacy) not as Beasts, which I cordially wished they would, but as the most abject dung and filth of the Earth . . . ”

          Excerpt from Bartolome de las Casas's A Brief Account of the Destruction of the Indies, 1552

        3. The purpose of the encomienda system was to

          1. eliminate the Native American population
          2. prevent the Atlantic slave trade from increasing
          3. supply Europeans with a steady supply of labor
          4. give Native Americans economic opportunities

        4. Which of the following best describes the historical effect of de las Casas’s report?

          1. It showed that the inhumanity of the colonial system was recognized at the time.
          2. The King decreed that African slavery should replace the encomienda system.
          3. Responsibility for Native employment was transferred to the Church.
          4. Colonial elites decided to introduce a more humane labor system.

          1. Questions 9–10 refer to the image below.

          2. A drawing shows Leonardo DaVinci's Vitruvian Man, which shows the naked male body in several positions, overlaid by a circle and square.

            Leonardo DaVinci, Vitruvian Man, 1490 C.E.

          3. The picture above and the three statements below refer to which of the following?

            • Works of Leonardo da Vinci
            • Importance of the Medici family
            • Wealth of Mediterranean Sea trade
            1. Northern Renaissance
            2. Protestant Reformation
            3. Enlightenment
            4. Italian Renaissance

          4. Art and literature created during the Italian Renaissance

            1. reflected a shift toward realism, scientific study, and humanist thought
            2. successfully reinforced the widespread religious devotion and faith in the Catholic Church of the time
            3. shows how women enjoyed more freedom than during the Middle Ages
            4. drew sole influence from the current time, not from other cultures nor time periods

          5. Part B: Key Topics

            This key topics list is the same as the list in the Test What You Already Know section earlier in this chapter. Based on what you have now learned, ask yourself the following questions:

            1. Can I describe this key topic?
            2. Can I discuss this key topic in the context of other events?
            3. Could I correctly answer a multiple-choice question about this key topic?
            4. Could I correctly answer a free-response question about this key topic?

            Check off the key topics if you can answer ”yes” to at least three of these questions.

            European Exploration

            1. Ottoman
            2. Conquest of Constantinople
            3. Caravel
            4. Columbus

            Trading-Post Empires

            1. Joint-stock companies

            Columbian Exchange

            1. Columbian Exchange

            Mercantilism: The Role and Impact of Silver

            1. Mercantilism

            The Role and Impact of Sugar

            1. Sugar cultivation

            State-Building

            1. Gunpowder
            2. Mughal empire
            3. Songhai
            4. Creoles
            5. Mestizos
            6. Mulattoes
            7. Manchu
            8. Peter the Great
            9. Tokugawa shogunate
            10. Daimyos
            11. Triangular trade
            12. Encomienda
            13. Haciendas

            Cultural and Intellectual Changes

            1. Printing press
            2. Protestant Reformation
            3. Scientific Revolution

            The Environment

            1. Little Ice Age

            Part B: Count the number of Key Topics you checked off.

                  out of 25 Key Topics

            Next Step: Compare your Test What You Already Know results to these Test What You Learned results to see how exam-ready you are for AP World History Period 4: 1450 to 1750 C.E.