Test What You Already Know

Part A: Quiz

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

    2. A map shows the world silver trade, production, exports, and imports. During the sixteenth century, the trade route ran from south america to Europe, from Manila to China, and from Japan to China. In the seventeenth century, the route ran from south america to Europe, through the middle east and Asia into China, from Manila to China, and from Japan to China. It also ran directly from the Americas to China. In the eighteenth century, routes ran from the Americas to Europe, from Europe through the middle east and Asia to China, and directly from the Americas to China.

    3. Which of the following statements most accurately describes the silver trade in the period from 1450 to 1750 C.E.?

      1. Chinese demand for silver drove the trade.
      2. Spain was unable to attain the needed supply of silver.
      3. The Ottoman empire served as the middleman in the trade.
      4. The Ming dynasty was strengthened due to the inflation caused by silver.

    4. What was one consequence of the silver trade in this period?

      1. The Spanish empire used its great wealth to modernize its feudal economy.
      2. A global trade system developed, the first between all major centers of civilization.
      3. Britain waged the Opium War to force China off the silver standard.
      4. Gold declined in value, increasing the volume of the Atlantic slave trade.

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

      2. “My Honourable Friends,

         . . . For a Fort, at my first arrival I received it as very Necessary; but experience teaches me we are refused it to our advantage. If [the King] would offer me ten, I would not accept one. . . . the Charge is greater than the trade can bear; for to maintain a garrison will eat the Profit. It is not an hundred men can keep it; for the Portugal, if he once see you undertake that course, will set his rest upon it to supplant you. A war and traffic are incompatible. By my consent, you shall no way engage your selves but at sea, where you are like to gain as often as to lose. It is the beggaring of the Portugal, notwithstanding his many rich residences and territories, that he keeps soldiers that spends it; yet his garrisons are mean. He never Profited by the Indies, since he defended them. Observe this well. It hath been also the error of the Dutch, who seek Plantation here by the Sword. They turned a wonderful stock, they prowl in all Places, they Possess some of the best; yet their dead [fields] consume all the gain. Let this be received as a rule that if you will Profit, seek it at Sea, and in quiet trade; for without controversy it is an error to affect Garrisons and Land wars in India.”

        Excerpt from Sir Thomas Roe's letter to the East India Company, 1616

      3. During the period 1450 to 1750 C.E., England rose as a dominant power in the Indian Ocean in part because

        1. the English had defeated their major competitor, the Chinese, in the Opium War
        2. it used joint-stock companies of private investors, who traded flexibly for profit rather than for royal prestige
        3. the Ottoman empire had great difficulty retaining its position as the dominant power in the Indian Ocean
        4. the Portuguese voluntarily withdrew their economic interests in the region

      4. One consequence of the East India Company’s monopoly of the India trade after the 1760s was

        1. the American Revolution of 1776
        2. Russian penetration of Central Asia in 1847
        3. the Sepoy Mutiny of 1857
        4. the settlement of Australia in 1788

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

        2. “Why, I asked, should we not admire the angels themselves and the beatific choirs more? At long last, however, I feel that I have come to some understanding of why man is the most fortunate of living things and, consequently, deserving of all admiration; of what may be the condition in the hierarchy of beings assigned to him, which draws upon him the envy, not of the brutes alone, but of the astral beings and of the very intelligences which dwell beyond the confines of the world. . . .

          God the Father, the Mightiest Architect, had already raised, according to the precepts of His hidden wisdom, this world we see, the cosmic dwelling of divinity, a temple most august. He had already adorned the supercelestial region with Intelligences, infused the heavenly globes with the life of immortal souls and set the fermenting dung-heap of the inferior world teeming with every form of animal life. But when this work was done, the Divine Artificer still longed for some creature which might comprehend the meaning of so vast an achievement, which might be moved with love at its beauty and smitten with awe at its grandeur. When, consequently, all else had been completed (as both Moses and Timaeus testify), in the very last place, He bethought Himself of bringing forth man. Truth was, however, that there remained no archetype according to which He might fashion a new offspring, nor in His treasure-houses the wherewithal to endow a new son with a fitting inheritance, nor any place, among the seats of the universe, where this new creature might dispose himself to contemplate the world. All space was already filled; all things had been distributed in the highest, the middle and the lowest orders. Still, it was not in the nature of the power of the Father to fail in this last creative élan; nor was it in the nature of that supreme Wisdom to hesitate through lack of counsel in so crucial a matter; nor, finally, in the nature of His beneficent love to compel the creature destined to praise the divine generosity in all other things to find it wanting in himself.”

          Giovanni Pico della Mirandola, Oration on the Dignity of Man, 1486

        3. Which of the following was one of the hallmarks of the Renaissance?

          1. A new view of man as a creative and rational being
          2. A celebration of Chinese and Islamic art and rejection of Greco-Roman styles
          3. A declining interest in international travel
          4. A growing acceptance of atheism

        4. Which of the following describes a reason the Renaissance began in Italy?

          1. Italian city-states were geographically isolated from most of Europe.
          2. The Protestant Reformation weakened the Church’s control over society.
          3. Northern Italy helped supply and transport goods during the Crusades.
          4. Political power in Italy was highly centralized.

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

          2. Cortés Greets Xicotencatl, by indigenous Mexican artist, circa 1550

          4. All of the following aspects of the Colombian Exchange are depicted in the above image except for

            1. novel methods of transportation
            2. military conquest
            3. political alliances
            4. disease pathogens

          5. Based on your knowledge of world history, which of the following statements accurately describes an unusual aspect of the Aztec social structure?

            1. Its ruler claimed his authority derived from divine sources.
            2. Women could become property owners.
            3. In Aztec society, slavery was outlawed.
            4. Most Aztec commoners were artisans.

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

          2. “Exclusion of the Portuguese, 1639

            1. The matter relating to the proscription of Christianity is known [to the Portuguese]. However, heretofore they have secretly transported those who are going to propagate that religion.
            2. If those who believe in that religion band together in an attempt to do evil things, they must be subjected to punishment.
            3. While those who believe in the preaching of padres are in hiding, there are incidents in which that country [Portugal] has sent gifts to them for their sustenance.

            In view of the above, hereafter entry by the Portuguese galeota is forbidden. If they insist on coming [to Japan], the ships must be destroyed and anyone aboard those ships must be beheaded. We have received the above order and are thus transmitting it to you accordingly.”

            David John Lu, Japan: A Documentary History, 1997

          3. What is an example of an early effort by a government to sustainably manage natural resources during the period 1450 to 1750 C.E.?

            1. The Tokugawa Shogunate’s laws to restrict timbering operations
            2. The British government’s emissions restrictions to fight air pollution
            3. The Ottoman Empire’s efforts to reduce overfishing in the Mediterranean region
            4. The United States’ designation of protected lands such as Yellowstone National Park

          4. Which of the following correctly describes Japan’s foreign relations during the Tokugawa shogunate?

            1. The Tokugawa shogunate became more interested in expansionist policies resulting in the colonization of Korea.
            2. The Tokugawa shogunate implemented strict isolationist policies that halted all overseas trade routes entirely.
            3. The Tokugawa shogunate banned Christianity to prevent Spanish and Portuguese colonization attempts.
            4. The Tokugawa shogunate’s contact with the West allowed for an influx of ideas and ushered in Japan’s Industrial Revolution.

          5. Part B: Key Topics

            The following is a list of the major people, places, and events for Period 4: 1450 to 1750 C.E. You will very likely see many of these on the AP World History exam.

            For each key topic, 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

            Your Results
            Next Steps
            Quiz   Key Topics
            You answered 8+ questions correctly AND You checked off 20+ (80%+) key topics
            1. Review the quiz explanations at the back of the book.
            2. Read the Rapid Review in this chapter.
            3. Complete the Test What You Learned section in this chapter and review the quiz explanations.
            You answered 5–7 questions correctly OR You checked off 13–19 (50–79%) key topics
            1. Review the quiz explanations at the back of the book.
            2. Read the Rapid Review in this chapter.
            3. Go to the Complete Time Period Review for this period in Part 3. Read each High-Yield section about the key topics you did not check off. If you are short on time, read as many of these High-Yield sections as you are able.
            4. Complete the Test What You Learned section in this chapter and review the quiz explanations.
            You answered <5 questions correctly AND You checked off <13 (<50% key topics)
            1. Review the quiz explanations at the back of the book.
            2. Read the Rapid Review in this chapter.
            3. Go to the Complete Time Period Review for this period in Part 3 and:
              1. If you have time in your study schedule, study the full chapter.
              2. If you are short on time, focus on High-Yield sections and the key topics with which you are least familiar.
            4. Complete the Test What You Learned section in this chapter and review the quiz explanations.