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WHAP Unit 3.1, 3.2, 3.3

Authored by Anna Bartsch

History

10th Grade

Used 221+ times

WHAP Unit 3.1, 3.2, 3.3
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This quiz covers early modern world history from approximately 1450-1750, focusing on imperial expansion, religious conflicts, and political consolidation during this transformative period. The questions assess 10th-grade level analysis skills as students examine the rise of gunpowder empires, European colonialism, and the interaction between political and religious authority across multiple civilizations. Students need a solid understanding of comparative empire-building strategies, the role of technology in military conquest, and how rulers legitimized their power through religious and cultural means. The content requires students to analyze primary sources, interpret maps and images, and draw connections between different regions including Russia, China, the Ottoman Empire, Mughal India, Tokugawa Japan, and early modern Europe. Success on this assessment demands knowledge of specific historical developments like the Thirty Years' War, the Protestant Reformation, the jizya tax system, and various imperial expansion techniques, while also requiring higher-order thinking skills to compare and contrast different civilizations' approaches to governance and territorial control. Created by Anna Bartsch, a History teacher in the US who teaches grade 10. This quiz serves as an excellent tool for formative assessment during the study of early modern empires and can be effectively used as a unit review before summative testing or as homework to reinforce key concepts from lessons on imperial expansion and religious conflict. The questions work well as discussion starters for analyzing primary sources and comparing different civilizations' governmental structures, making them ideal for warm-up activities that activate prior knowledge before diving deeper into specific case studies. Teachers can also use individual questions to check for understanding during instruction or assign the complete quiz as independent practice to help students synthesize their learning across multiple units. The assessment aligns with AP World History standards WHAP 3.1 (Empires Expand), 3.2 (Empires: Administration), and 3.3 (Empires: Belief Systems), supporting students in developing the analytical and comparative skills essential for success in advanced world history coursework.

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11 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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Which of the following was MAJOR similarity between the economic dimensions of Russian expansion into Siberia and French colonialism in New France (in present-day Canada and the United States)?

Imperial economies depended on a range of coerced labor.

Empires collected tribute from neighboring states.

Trade with indigenous peoples produced commodities for global markets

Merchants backed by state power took over a share of interregional commerce.

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Media Image

Based on your knowledge of world history, development show in Image 1 is BEST understood in the context which of the following?

Babur's southward expansion of the Timurid dynasty.

Ming and Qing campaigns north of the Great Wall.

Muscovy's aggressive territorial expansion to its east.

Peter the Great's Westernizing policy.

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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According to this passage, which of the following was the MOST significant effect of gunpowder weapons in the early modern period?

Empires who used gunpowder weapons were able to expand farther and faster than before.

The Safavid Empire was defeated in the battle of Chaldiran.

Skilled gunsmiths became in high demand.

Chinese artists used gunpowder to create impressive fireworks displays.

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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In contrast to the Russian experience, the emergence of the Qing Dynasty under the Manchu is an example of the

declining importance of centralization in states.

wholesale replacement of a previously stable empire

utilization of religious ideals to motivate imperial expansion

construction of a regime rejecting global interaction.

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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A historian could BEST use both the passage and Image 1 to illustrate which of the following statements about Tokugawa Japan?

Growing middle classes patronized urban entertainment districts.

Neo-Confucianism formed the basis for Japanese education.

Social significance of Samurai declined.

Tokugawa Shoguns centralized authority in Edo.

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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Which of the following best describes the impact of contemporary intellectual ideas on this excerpt?

The influence of Islamic ideas in Europe lead to growth of humanism and a strengthening of religious authority.

Newfound theories due to the discovery of the Americas reinforced the power of the Catholic Church.

European obsession with trade led to the development of a powerful alliance of merchants against the Protestant Reformation.

Developments in art, science, and literature worked to challenge the intellectual status quo along with the Reformation.

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Media Image

Which of the following BEST describes the point of view of Shivaji Bhonsle, the speaker of Source 2?

Shivaji, as a friend of Aurangzeb, agreed that the jizya should be a sign of piety and loyalty.

Shivaji, as a leader with less power than Rana Raj Singh, argued that only the rich should be taxed.

Shivaji, as an ally of the Muslim state, requested that the jizya be postponed.

Shivji, as a leader of the Hindu Marathas, criticized Aurangzeb for the unfairness of the jizya.

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