Which of the following was an incentive for the Portuguese to find a direct sea route to Asia?

To circumvent the Muslim and Venetian monopolies on the trade in Eastern goods

To establish colonies for their growing population and create markets for their goods

To establish a base on the eastern end of the Silk Road

To continue the Crusades in Asia and Pacific Oceania

Which of the following describes a feature of commerce in the Indian Ocean basin when Vasco da Gama reached India in 1498?

Small-scale merchants traded openly.

The Chinese navy patrolled the sea lanes.

Merchant ships were heavily armed.

Japan regulated all trade in Asia.

Which of the following describes the Japanese government’s treatment of Japanese merchants operating in Southeast Asia in the seventeenth century?

The government disavowed any responsibility for the Japanese merchants.

The government regulated the Japanese merchants in order to tax them.

The government encouraged the Japanese merchants to establish colonies.

The government guaranteed the safety of the Japanese merchants.

How did the Tokugawa shoguns treat Europeans in Japan in the seventeenth century?

They expelled all Europeans except the Dutch, who were allowed to trade at a single site.

They welcomed Europeans for their technological expertise and scientific knowledge.

They established regular diplomatic relations with European states.

They protected Christian missionaries and sponsored Christian churches.

In what way was the Spanish colonization of the Philippines different from the Portuguese strongholds in the Indian Ocean basin?

The Spanish converted Filipinos to Christianity, while the Portuguese often blended into the local populations.

The Portuguese made little use of their naval superiority in establishing their strongholds, but the Spanish did.

The Portuguese killed large numbers of natives, but the Spanish did not use violence to enforce their rule.

The Spanish only established coastal outposts, while the Portuguese conquered inland areas.

Which of the following describes a difference between how the British East India Company operated in Mughal India and how the Dutch East India Company operated in Indonesia in the seventeenth century?

The British initially negotiated treaties with local Indian rulers, while the Dutch established control through conquest and colonization.

The British ruled directly over all of India, while the Dutch operated under the authority of local powerful elites.

The British had to send half their profits back to the government in London, while the Dutch kept all their profits.

The British assimilated into Indian society, while the Dutch encouraged the local population to become more Dutch.

Which of the following describes an effect of the European presence in the Indian Ocean on existing Asian commercial networks?

Europeans created a network that became just one among a number of thriving Asian commercial networks.

Europeans succeeded in controlling nearly all Asian trade networks, making them masters of the Asian economy.

Europeans required all non-European merchant vessels to purchase a pass and pay duties of 6 to 10 percent on their cargoes.

Europeans destroyed all Asian commercial networks, forcing Asian merchants to turn to piracy and smuggling.

Which of the following describes a feature of the North American, but not the Russian, fur trade in the early modern period?

Competition between European traders meant that furs were obtained largely through commercial negotiations with the local population.

Some animal species were hunted to near extinction.

The local population suffered from exposure to European epidemic diseases against which they had no immunity.

The local population became dependent on European trade goods.

How did the decision by the Chinese state to require payment of taxes in silver in the 1570s affect the global economy?

The value of silver around the world skyrocketed.

It set off a decade-long worldwide recession.

European states required payment of taxes in silver.

It limited the purchasing power of European states.

Which of the following is true of slavery in the premodern Islamic world?

Some slaves acquired prominent military or political status.

Slaves were exclusively male because women were not enslaved.

All slaves worked in large-scale agricultural enterprises.

Slaves were treated as a form of dehumanized property.

Which of the following statements is true of the West African slave trade?

European merchants waited on board their ships or in fortified port cities to purchase slaves from African merchants and elites.

Europeans possessed immunities to the diseases of the region, giving them an advantage in controlling the trade.

European merchants secured all their slaves by seizing them in raids deep within the interior of Africa.

African rulers universally opposed the slave trade on humanitarian grounds and worked together to suppress it.

Which of the following distinguished the Atlantic slave trade in the Americas from past instances of slavery in world history?

Slave status was associated with race.

Most slaves were women and children.

Children of slaves were considered free.

Most slaves were Slavic-speaking peoples.

Which of the following describes how the fur trade affected indigenous peoples in North America?

It generated warfare among different groups of Native Americans.

It enhanced women’s social status because they hunted and trapped animals.

It fostered the creation of independent, self-sufficient communities.

It facilitated the assimilation of indigenous peoples into British America.

Which describes the role that Europeans played in the economy of the early modern era?

They were essentially middlemen funneling American silver to Asia.

They controlled the markets of the East to work to their advantage.

They established and enforced a new international system of trade.

They dominated the global trade in textiles, tea, and porcelain.

Ch. 14: Economic Transformations: Commerce and Consequence

Quiz

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History

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10th Grade

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Practice Problem

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Medium

Japji Batra

Used 150+ times

FREE Resource

About this resource

This quiz focuses on the economic transformations and global trade networks of the early modern period (approximately 1450-1750), examining the consequences of European maritime expansion and commercial activities. Designed for 10th-grade world history students, the questions assess understanding of complex historical patterns including European motivations for exploration, the dynamics of Indian Ocean commerce, colonial strategies in Asia and the Americas, the global silver trade, and the Atlantic slave trade. Students need to demonstrate analytical thinking skills to compare different colonial approaches, understand cause-and-effect relationships in global economic systems, and recognize how European expansion both integrated with and disrupted existing trade networks. The quiz requires knowledge of specific historical examples such as Portuguese and Dutch trading companies, Japanese isolationist policies, Chinese tax policies, and the distinctive features of Atlantic slavery, while testing students' ability to distinguish between different regional patterns of trade and colonization. Created by Japji Batra, a History teacher in the US who teaches grade 10. This quiz serves as an excellent tool for formative assessment, allowing teachers to gauge student comprehension of crucial early modern global history concepts before major examinations. The questions work effectively as homework assignments to reinforce textbook readings, warm-up activities to activate prior knowledge, or review materials for unit tests covering European expansion and its global impact. Teachers can use this quiz to identify areas where students need additional instruction, particularly in understanding the nuanced differences between various colonial systems and trading networks. The content aligns with AP World History standards focusing on transoceanic interconnections (1450-1750), specifically addressing how technology and state policies facilitated trade, the role of economic strategies in European expansion, and the environmental and demographic effects of the Columbian Exchange and forced migration systems.