5.6.3 Test (TST): The Rise of the World’s First Global Age
World History
Points Possible:40
Test
Name: misha benhamou
Date:
Part I: Short Answer Questions (20 points)
1. Look closely at the painting of the Calydonian Boar, a monster from Greek mythology. What
qualities identify it as characteristic of Renaissance painting? Describe at least one Renaissance
philosophy the painting reflects and one Renaissance artistic technique it uses. Be sure to
support your answer with evidence from the painting and your knowledge of the Renaissance. (4
points)
Peter Paul Rubens, The Calydonian Boar Hunt, Flemish, about 1611 1612. Digital image courtesy of
the Getty’s Open Content Program.
2. How were the great empires of the Americas 4he Aztec and the Inca !ffected by their
initial contact with Europeans in the 15th century? Give a brief description of each empire before
the arrival of the Europeans, and then explain how and why these civilizations changed as a
result. (4 points)
3. Describe how the Ming and Qing dynasties’ policies of isolation during the 15th century
affected China over the long term. Include at least one positive and one negative impact of
these policies on China. (4 points)
4. Compare the degrees of religious tolerance in the Mughal and Ottoman Empires. Support your
conclusions with specific examples of how each of these empires treated non-Muslims living in
their territories. (4 points)
5. In a short paragraph, describe the triangular trade system that linked Africa, Europe, and the
Americas during the Age of Exploration. Then, in a second paragraph, explain one effect this
system had on each of the three regions that participated in it. (4 points)
Part II: Application and Critical Thinking (20 points)
6. The following quotes relate to different aspects of the Columbian Exchange. They discuss the
impact of the exchange on indigenous Americans, the discovery of the potato in South America,
and the journey of a slave from Africa to the Americas. Read them carefully and then answer the
questions below.
These Sewees [a Native American tribe] have been
formerly a large Nation, though now very much decreas’d
since the English hath seated their Land, and all other
Nations of Indians are observ’d to partake of the same
Fate, where the Europeans come, the Indians being a
People very apt to catch any Distemper they are afflicted
withal; the Small-Pox has destroy’d many thousands of
these Natives.
¯hn Lawson, traveling in South Carolina, 17011
The Spanish conquistadors first encountered the potato
when they arrived in Peru in 1532 in search of gold, and
noted Inca miners eating chu– At the time the Spaniards
failed to realize that the potato represented a far more
important treasure than either silver or gold, but they did
gradually begin to use potatoes as basic rations aboard
their ships. After the arrival of the potato in Spain in 1570,
a few Spanish farmers began to cultivate them on a small
scale, mostly as food for livestock.
¥ff Chapman, “The Impact of the Potato,” 20012
In a little time after, amongst the poor chained men, I
found some of my own nation. . . . I inquired of these what
was to be done with us. They gave me to understand we
were to be carried to these white people’s country to work
for them. I was then a little revived. . . . But still I feared
that I should be put to death, the white people looked and
acted, as I thought, in so savage a manner: for I had never
seen such instances of brutal cruelty: and this is not only
shown towards us blacks, but also to some of the whites
themselves.
ìaudah Equiano, The Life of Olaudah Equiano, 18143
Thinking about the above quotes, write an analysis of the Columbian Exchange’s impact on the
Americas, Europe, and Africa. Your analysis should answer the following question: which
continent benefited the most and which benefited the least from the Columbian Exchange? Be
sure to clearly develop and organize your ideas and support your answer with evidence from the
course.

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