---
title: "AP World History Unit 4 Practice Test"
description: "A timed AP World History Unit 4 (Transoceanic Interconnections (1450-1750)) practice test in the AP format, drawn from 1,140 multiple-choice questions and 289 FRQs written for the unit. The standard version takes about 73 minutes."
canonical: "https://fiveable.me/ap-world/unit-test/4"
type: "unit-test"
subject: "AP World History"
unit: "Unit 4"
---

# AP World History Unit 4 Practice Test

## Overview

A timed AP World History Unit 4 (Transoceanic Interconnections (1450-1750)) practice test in the AP format, drawn from 1,140 multiple-choice questions and 289 FRQs written for the unit. The standard version takes about 73 minutes.

## Test Format

- 20 Multiple Choice Questions (20 minutes)
- 1 Short Answer Question (13 minutes)
- 1 Long Essay Question (40 minutes)

## Practice Questions

### Question 1

**Edict of Fontainebleau (excerpt)**

> We perceive, with thankful acknowledgment of God's aid, that the majority of our subjects who followed the Protestant religion have now embraced the Catholic faith. And therefore . . . we have determined that we can do nothing better, in order to obliterate the memory of the troubles, the confusion, and the evils which this false religion has caused in this kingdom than entirely to revoke the Edict of Nantes, as well as all that has since been done in favor of the said religion. . . . We forbid our subjects of the Protestant religion, to meet any more for the exercise of the said religion in any place or private house, under any pretext whatsoever. We enjoin all ministers of the said religion who do not choose to become converts and to embrace the Catholic religion to leave our Kingdom within two weeks of the publication of our present edict, without permission to reside therein beyond that period, or, during that period, to engage in any preaching, on pain of being sent to the galleys. . . .

Source: Source: King Louis XIV of France, Edict of Fontainebleau, 1685.

Louis XIV's framing of the Edict of Fontainebleau as an act of national healing rather than religious coercion most directly reflects which of the following about his historical situation?

- (A) His need to legitimize sweeping state power by presenting religious uniformity as beneficial to the realm rather than merely an exercise of absolute authority
- (B) The widespread religious tolerance that characterized French society in the late 17th century, which required the king to justify any restrictions on Protestant worship
- (C) The influence of Enlightenment philosophy, which demanded that monarchs justify all policies through rational argument rather than simple assertion of divine right
- (D) The recent military victories that had strengthened France's international position and enabled the king to pursue more aggressive domestic religious policies

**Answer: (A)** The correct answer requires synthesizing Louis's rhetorical framing ('obliterate the memory of troubles,' lines 2-4) with the reality of coercive enforcement (exile, galley sentences, lines 8-12) to infer that he must justify extraordinary state power through language of national benefit. The historical situation of early modern absolutism created pressure to legitimize unprecedented state intervention in religious matters through appeals to collective welfare rather than mere assertion of authority. Distractors are eliminated by: A—the stimulus indicates Protestant decline, not widespread tolerance; B—the document reflects Counter-Reformation ideology and absolutist consolidation, not Enlightenment rationalism; C—military context is absent from the stimulus and irrelevant to the religious justification presented.

### Question 2

The Ottoman conquest of Constantinople in 1453 succeeded where previous sieges had failed primarily because of which broader technological and military development of the early modern period?

- (A) Widespread use of cannon artillery that made medieval fortifications obsolete.
- (B) Development of professional standing armies trained primarily in cavalry tactics.
- (C) Byzantine choice to abandon traditional naval dominance, reducing maritime defense.
- (D) Establishment of trade monopolies that weakened Constantinople's economic resilience.

**Answer: (A)** The fall of Constantinople illustrates the gunpowder revolution: heavy cannon fire could breach formerly impregnable medieval walls.

### Question 3

The Portuguese establishment of trading posts along the African coast in the 15th century directly enabled which process of state building in West Africa?

- (A) Expansion of states Asante, Kongo by controlling European goods and firearms
- (B) Erosion of traditional polities due to European military advantage
- (C) Direct replacement of indigenous governance by European colonial administration
- (D) Marginalization of trans-Saharan trade in favor of Atlantic commerce

**Answer: (A)** Correct: Access to European goods and firearms let rulers centralize authority and expand states like Asante and Kongo.

### Question 4

The growth of the Asante Kingdom's military and political power in the 17th century most directly resulted from which relationship between African and European developments?

- (A) Control of trade routes to European coastal posts allowed Asante rulers to accumulate firearms and wealth, strengthening centralized authority
- (B) European military conquest of Asante territories forced the kingdom to develop stronger administrative systems for resistance
- (C) Asante adoption of European political institutions directly replaced traditional governance structures with colonial administration
- (D) European demand for enslaved persons created instability that allowed Asante to conquer neighboring territories through military superiority

**Answer: (A)** Understanding that Asante state building depended on positioning itself as an intermediary in European trade networks, acquiring firearms and goods that enhanced military capability and enabled territorial expansion. This demonstrates the relationship between European maritime commerce (one development) and African state expansion (another development).

### Question 5

The Dutch East India Company's dominance in the Indian Ocean spice trade during the 17th century best illustrates the relationship between which two economic developments?

- (A) Mercantilist state rivalry and the rise of state-chartered monopoly trading companies
- (B) Expansion of peasant labor in Southeast Asia and regional artisan markets
- (C) Influx of American silver into Asian markets and expansion of banking
- (D) Religious syncretism in colonies and integration of indigenous trade networks

**Answer: (A)** The VOC was a state-backed chartered monopoly that secured profits and excluded rivals.

### Question 6

How did the Spanish Crown's control over American silver production directly enable its mercantilist competition with other European powers in the 17th century?

- (A) Funded Spain's armies and trading ventures, financing commercial rivalry abroad.
- (B) Exported silver to China, affecting prices but not stabilizing European labor.
- (C) Increased demand for coerced labor, reinforcing the Atlantic trade network.
- (D) Funded missions and churches, but did not primarily unify colonial populations.

**Answer: (A)** Silver directly financed Spain's military forces and chartered trading ventures, enabling state-led competition for trade monopolies.

### Question 7

The Seven Years' War (1756–1763) between Britain and France occurred primarily over control of colonies in North America and India. How does this conflict illustrate the relationship between mercantilist ideology and military competition?

- (A) Mercantilist belief in finite wealth turned economic rivalry into military war
- (B) They fought to impose unified religious systems on colonies
- (C) The war was fought chiefly over peasant and artisan labor systems
- (D) Competition over the slave trade became the war's main cause

**Answer: (A)** The war shows mercantilist zero-sum thinking drove states to use military force to secure colonies and trade routes.

### Question 8

The catastrophic population decline among Indigenous peoples in the Americas following European contact can best be understood in the context of which broader historical process?

- (A) Transfer of Old World pathogens to immunologically naive Indigenous populations
- (B) European military force and deliberate violence against Indigenous peoples
- (C) Introduction of new European agricultural practices disrupting Indigenous farming
- (D) Forced displacement of Indigenous peoples into plantation labor within the Americas

**Answer: (A)** The demographic catastrophe resulted mainly from the Columbian Exchange: Old World diseases devastated immunologically naive Indigenous populations.

### Question 9

The shift from Indigenous labor to African enslaved labor on American plantations in the 16th and 17th centuries resulted most directly from which broader development?

- (A) Massive Indigenous depopulation from Old World diseases created plantation labor shortages.
- (B) Church doctrine declaring Indigenous peoples unfit for bondage forced planters to seek African enslaved workers.
- (C) Powerful African states conquered Caribbean islands, forcing Europeans to import enslaved Africans.
- (D) Gold mining in Africa created labor shortages that American planters filled with enslaved Africans.

**Answer: (A)** Indigenous depopulation from Old World diseases produced labor shortages colonists filled by importing African enslaved labor.

### Question 10

The rapid adoption of American crops like potatoes and maize across Europe, Asia, and Africa in the centuries following 1492 is best explained by which characteristic of the historical period?

- (A) The nutritional superiority and high agricultural productivity of New World crops in supporting larger populations
- (B) Government mandates requiring all European colonies to cultivate American crops exclusively
- (C) The elimination of traditional Afro-Eurasian crops by disease, creating an urgent need for replacement food sources
- (D) Religious conversion movements that required adherents to adopt American dietary practices as part of Christian ritual

**Answer: (A)** Situating crop adoption within the broader context of Afro-Eurasian population growth reveals why these specific plants succeeded. Potatoes and maize offered calorie density and yield advantages that allowed regions like Ireland, Russia, and China to sustain larger populations, making their adoption a rational response to the agricultural capabilities of the era.

## Review the Unit

- [4.1 Technological Innovations from 1450 to 1750](/ap-world/unit-4/new-technologies-1450-1750/study-guide/9ZSxdzOhxt62W56sxkta)
- [4.2 Exploration: Causes and Events from 1450 to 1750](/ap-world/unit-4/causes-exploration-1450-1750/study-guide/4YUQxFqt2qoCSrgvlDhJ)
- [4.3 Columbian Exchange](/ap-world/unit-4/columbian-exchange/study-guide/gYhwS9yN9luYJZRLa41W)
- [4.4 Maritime Empires Established](/ap-world/unit-4/maritime-empires-established/study-guide/qH0WTQywqbJVV9OrAZ2f)
- [4.5 Maritime Empires Maintained and Developed](/ap-world/unit-4/maritime-empires-maintained-developed/study-guide/MCj5jxq2U5pz3auzGpTT)
- [4.6 Internal and External Challenges to State Power from 1450 to 1750](/ap-world/unit-4/state-power-1450-1750/study-guide/x3Js208xx6AEye7b1nJQ)
- [4.7 Changing Social Hierarchies: Class and Race from 1450-1750](/ap-world/unit-4/class-race-1450-1750/study-guide/SxOxtXyd6i06xmVT8fj1)
- [4.8 Continuity and Change from 1450 to 1750](/ap-world/unit-4/continuity-change-1450-1750/study-guide/0dmrRBBqOL11afBJp2P2)

## Other Unit Tests

- [Unit 1: The Global Tapestry (1200-1450)](/ap-world/unit-test/1)
- [Unit 2: Networks of Exchange (1200-1450)](/ap-world/unit-test/2)
- [Unit 3: Land-Based Empires (1450-1750)](/ap-world/unit-test/3)
- [Unit 5: Revolutions (1750-1900)](/ap-world/unit-test/5)
- [Unit 6: Consequences of Industrialization (1750-1900)](/ap-world/unit-test/6)
- [Unit 7: Global Conflict (1900-Present)](/ap-world/unit-test/7)
- [Unit 8: Cold War & Decolonization (1900-Present)](/ap-world/unit-test/8)
- [Unit 9: Globalization: 1900 to Today](/ap-world/unit-test/9)

## About This Document

Canonical Fiveable pages are available as Markdown at the same path plus `.md`.

- [llms.txt](https://fiveable.me/llms.txt): index of Fiveable's sections and URL patterns
- [llms-full.txt](https://fiveable.me/llms-full.txt): complete subject and unit listing
- [MCP server](https://fiveable.me/mcp): call Fiveable as tools instead of fetching pages (`https://fiveable.me/api/mcp`)
- [MCP server for AP teachers](https://fiveable.me/mcp/teachers): a teacher's classes, assignments and AP-rubric grading (`https://fiveable.me/api/mcp/teacher`)