Comparison in Land-Based Empires
Driving Question: What were the similarities and differences in the methods used by various empires to expand their influence from 1450 to 1750 CE?
Let’s put what you have learned so far to the test! The final lesson of this unit not only reviews key information, but also provides you with an opportunity to practice document-based analysis and writing in response to a prompt. Consistent practice with DBQs will prepare you for the challenges that lie ahead in this course.
Learning Objectives:
- Compare the methods by which various empires increased their influence from 1450 to 1750.
- Identify evidence, sourcing, and complexity in a sample DBQ student essay.
- Create and support arguments using historical evidence to evaluate how governments reacted similarly to increased foreign trade from c. 1450 to 1750 CE.
Don’t skip this writing activity, which helps students break down the elements of each rubric category to help them score full points on the AP exam—even for the unicorn complexity point.
A few lessons back, we put you in the teacher’s chair. It’s that time again—except this time out, you will be evaluating a sample student DBQ essay!
Before students start comparing government responses to increased foreign trade in this DBQ, remind them of the trade networks that crisscrossed Afro-Eurasia at this time by showing them the Medieval Trade Routes Thematic Map.
If you’d like students to work on their sourcing and comparison skills without writing a full DBQ at this stage of the course, have them complete the Quick Sourcing Tool and the Comparison Tool using the DBQ sources.
Trade is important to all governments and nations—but the way they may respond to trade, particularly with other nations, may vary. But how?
