Comparative Practice 2010 WHAP/Napp

The Question: 2010 Comparative Essay from the World History AP

Analyze similarities and differences in methods of political control in TWO of the following empires in the Classical period. Han China (206 B.C.E.–220 C.E.) Mauryan/Gupta India (320 B.C.E.–550 C.E.) Imperial Rome (31 B.C.E.–476 C.E.)

Reading – Imperial Rome: “With Augustus, Rome became an imperial monarchy, a territorial, political, and economic empire ruled by a single military commander, the imperator (from which the term emperor is derived), and his armies. For years generals had wanted this centralized power. Now, in gratitude, the Senate was willing to turn it over to Augustus. Augustus rejected the title of monarch, preferring to be called princeps, or first citizen. This gesture of humility fooled no one. With Augustus’ reign, the imperial form of government begins even though the Senate and the consuls and other magistrates survived. From Augustus on, all real power in the Roman state lay in the hands of the emperor.

To win and secure allies, Rome not only granted citizenship, codified international law, and built a remarkable physical infrastructure of towns and roads for unifying the empire, it also developed a culture that it brought to the people it conquered. Officially, Rome celebrated a religion centralized on the person of the emperor-god. After the deification of Augustus at his death, the official priesthood offered animal sacrifices to him and later to his successors, adding these to the traditional sacrifices to the major pagan gods, especially Jupiter, Juno, and Minerva. People celebrated the birthdays and death anniversaries of the emperors as holidays. Beyond these rituals, however, Roman religious policies allowed a great deal of flexibility. For the most part, as long as people venerated the emperor and did not question the legitimacy of the state, Roman emperors allowed diverse religious practices to flourish. Rome did not, however, tolerate sects that challenged the authority of the empire or the emperor.” ~ The World’s History

Using the reading and knowledge from class, complete the chart: Facts About Methods of Political Control in Imperial Rome (31 B.C.E.–476 C.E.)           Using knowledge from class, complete two more charts: Facts About Methods of Political Control in Han China (206 B.C.E.–220 C.E.)         

Facts About Methods of Political Control in Mauryan/Gupta India (320 B.C.E.–550 C.E.)          

The Basic Core Rubric: 1. Has an Acceptable Thesis. [1 Point] 2. Addresses all parts of the question, though not necessarily evenly or thoroughly. [2 Points but Partial Credit May Be Given] 3. Substantiates thesis with appropriate historical evidence. [2 Points but Partial Credit May Be Given] 4. Makes at least one relevant, direct comparison between/among societies. [1 Point] 5. Analyzes at least one reason for a similarity or difference identified in a direct comparison. [1 Point] Remember the Expanded Core Points:  Expands beyond the basic core of 1 – 7 points Questions: 1- What must an acceptable thesis for a Comparative essay contain? ______2- What does it mean that all parts of the question must be addressed although not necessarily evenly or thoroughly? ______3- What is historical evidence? ______4- How many direct comparisons must the student make? ______5- What must the student analyze? ______6- How might a student “expand” beyond the basic core? ______Read the following two thesis statements from two different test-takers in 2010: A- “Han China from 206 BCE to 220 CE and Imperial Rome from 31 B.C.E. to 476 C.E. both had an unstable border situation in terms of politics, emphasized the family unit, and the authority of parents. However, Rome and China had two very different political systems, manners in which they dealt with their invaders, views on society as a whole, and religions.”

B- “Imperial Rome evolved through a political process of a kingdom to a republic to an empire. Han China, however, did not go through the same evolutionary process that Imperial Rome went through. However, both Han China and Imperial Rome lost political control of their empire leading to its division and later decline.” The better thesis is: ______The Scores: Test-taker A received an 8 for the comparative essay. Why? ______Test-taker B received a 3 for the comparative essay. Why? ______From the College Board regarding the thesis statement for test-taker B: “There is no valid thesis statement because the essay attempts to show a difference between Han and Rome in terms of the Roman Republic, which is outside of the time period.” Therefore, what must a test-taker do in order to create a valid thesis? A- ______B- ______C- ______Reading – Maurya Dynasty: “In 260 B.C.E. Asoka defeated Kalinga (now Orissa), incorporating this eastern kingdom into his empire. The killing and chaos required to win the victory soured his heart, and he determined to become a different person and a different ruler. He converted to Buddhism, a religion firmly committed to nonviolence, and began to dispatch missionaries throughout his realm as well as to parts of south India beyond his borders.

In 320 C.E., a new dynasty began its rise to power in the Ganges valley, apparently through a fortunate marriage. Reflecting a deep sense of history and a desire to gain legitimacy, the founder deliberately named himself after the founder of the Mauryan Empire and became Chandra Gupta I (r.320-c.330). Gupta rule was often indirect. Following many of their distant military victories, the Gupta emperors abdicated the tasks of administration and withdrew, demanding only tribute payments. The Guptas presided over a resurgence of Sanskrit literature and Hindu philosophy. This was especially an age of resurgence of Hindu religious authority.” ~ The World’s History Reading – Han China: “In 124 B.C.E. the most powerful and longest lived of the Han rulers, Wudi or Emperor Wu (r. 141-87 B.C.E.), the Martial Emperor, established an elite imperial academy to teach specially selected scholar-bureaucrats the wisdom of Confucius and the applicability to problems of governance. The emperor also declared that knowledge of the Confucian classics would be a basis for promotion in the imperial civil service. The Han emperors were no less militaristic than the Qin. Confucian principles of moral rectitude held sway among the educated elites, but the government did not dispense with formal legal systems nor did it forsake offensive or defensive warfare. The standing army numbered between 300,000 and 1,000,000, and all able-bodied men between the ages of about twenty and fifty- six were conscripted, serving for one year of training and one year of duty in the capital or in battle on the frontiers. They could be recalled in case of warfare.

The cost of military expeditions and garrisons, and the expenses of the self-aggrandizing court ate up the gains, however. Having dramatically lowered the land revenues when they first took office, the Han emperors began to raise them again. They also began to nationalize private enterprise by bringing it under state control, not in order to promote efficiency or honesty but to gain the profits of the state.” ~ The World’s History Preparation for Free Response Writing: Methods of Political Control: Select Two Empires Similarities Differences

Write a valid thesis statement [Be sure to include part of the essay’s prompt and include a specific similarity and a specific difference.] ______Write one body paragraph of the essay [Now, it is time to analyze the similarity or the difference – to explain how and why this similarity or difference occurred and how and why it impacted people in the empires]: ______