Download Period 1-2 Essay Example

Question 2 or Question 3
Suggested writing time: 35 minutes
Directions: Choose EITHER question 2 or question 3.
In your response you should do the following:
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Thesis: Presents a thesis that makes a historically defensible claim and responds to all
parts of the question. The thesis must consist of one or more sentences located in one
place, either in the introduction or the conclusion.
Application of Historical Thinking Skills: Develop and support an argument that applies
historical thinking skills as directed by the question.
Supporting the Argument with Evidence: Utilizes specific examples of evidence to fully
and effectively substantiate the stated thesis or a relevant argument.
Synthesis: Extends the argument by explaining the connections between the argument
and ONE of the following:
o A development in a different historical period, situation, era or geographical area.
o A course theme and/or approach to history that is not the focus of the essay (such
as political, economic, social, cultural, or intellectual history)
o A different discipline or field of inquiry (such as political, economic, social,
cultural, or intellectual history)
2. Using specific examples, analyze similarities and differences in Legalism and Confucianism,
including their effect upon government, social structure and/or gender relations in China in the
period 600 B.C.E. to 600 C.E. (Historical thinking skill: Comparison).
3. Using specific examples, analyze similarities and differences in Hinduism and Buddhism,
including their effect upon government, social structure and/or gender relations in India in the
period 600 B.C.E. to 600 C.E. (Historical thinking skill: Comparison).
WHEN YOU FINISH WRITING, CHECK YOUR WORK ON SECTION II IF TIME
PERMITS.
Scoring Guidelines – Maximum Possible Points: 6
Please note:
 Each point of the rubric is earned independently e.g., a student could earn the point for
argument development without earning the point for thesis.
 Unique evidence from the student response is required to earn each point e.g., evidence
in the student response that qualifies for either of the targeted skill points, could not be
used to earn the point for thesis.
Point Category
Point Value
Explanation
Presents a thesis that makes historically defensible
claim and responds to all parts of the question. The
A. Thesis
1 Point
thesis must consist of one or more sentences in one
place, either in the introduction or the conclusion.
Scoring Note: The biggest problem students face with the thesis is that it must answer (not
merely restate) all parts of the question. In addition, if given the point for the thesis, any
statement in the thesis cannot be used to receive points for any of the other categories.
Therefore, it is important to restate any comparatives (similarity and difference), evidence, and
reasons in the thesis somewhere else in the essay.
Describes similarities AND differences among
1 Point
historical individuals, events, developments, or
B. Argument
processes.
Development: Using
the Targeted Historical
Explains the reasons for similarities AND differences
Thinking Skill
1 Point
among historical individuals, events, developments, or
processes.
Scoring Note: Each of these points is separate, but the key is to address both similarities and
differences, and then explain the reasons for them focusing on individuals, events or processes.
Addresses the topic of the question with specific
1 Point
examples of relevant evidence.
C. Argument
Development: Using
Utilizes specific examples of evidence to fully and
Evidence
1 Point
effectively substantiate the stated thesis or a relevant
argument.
Scoring Note: The biggest difference between receiving 1 or 2 points in this category is to
include a broad range of evidence that, through analysis and explanation, justifies the thesis.
Extends the argument by explaining the connections
between the argument and ONE of the following:
a) A development in a different historical period or
geographical area.
b) A course theme and/or approach to history that is not
D. Synthesis
1 Point
the focus of the essay (such as political, economic,
social, cultural, or intellectual history).
c) A different discipline or field of inquiry (such as
political, economic, social, cultural, or intellectual
history)
Scoring Note: The synthesis point requires an explanation of the connections to a different
historical period or geographic area, etc., and is not awarded for merely a phrase or reference.
Essay 2. Using specific examples, analyze similarities and differences in Legalism and
Confucianism, including their effect upon government, social structure and/or gender
relations in China in the period 600 B.C.E. to 600 C.E. (Historical thinking skill:
Comparison).
Both Legalism and Confucianism were philosophies that developed during the warring
states period of the Zhou Dynasty. Both attempted to address the importance of establishing
order in society, and both reinforced patriarchy. However, in contrast to Legalism, which
stressed the evil nature of man and led to a government of strict laws, Confucianism stressed the
importance of education, moral leadership and relationships. Under the Han, this resulted in a
bureaucracy of Confucian scholars, and it reinforced that women should be subordinate.
Both Legalism and Confucianism were philosophies that developed during the warring
states period of the Zhou Dynasty. This period was defined by political instability, and both
philosophies attempted to solve this problem by creating an orderly society. Nevertheless, they
differed in that Legalism was founded on the belief that mankind was evil, while Confucianism
focused on creating order by education and moral leadership, and ensuring everyone knew their
place in society. Legalists believed mankind was evil, so a system of punishments and rewards
was necessary to keep society in check. This was the philosophy of the Qin Empire, which Shi
Huangdi ruled through fear. After his rule, the dynasty collapsed. With Confucianism, however,
mankind was more of an open book: if everyone knew where they stood in the social order, and
were governed by wise, moral leaders, order could be established and society would prosper. The
Han Dynasty adopted Confucianism. It developed a bureaucracy of well-educated officials who
proved more adaptable to change. As a result, the Han were able to endure for four centuries.
In terms of social structure, Legalism resulted in a ruling class that passed strict laws. It
was top-down: the rulers were the landed aristocracy and military officials clearly separate from
the peasants, who worked the land and did as they were told. In contrast, Confucianism created a
class of scholar-gentry, who under the Sui Dynasty began to be selected by a civil service exam.
While the Confucian relationship of lord to servant was similar to Legalism, it was also more
flexible. In rare cases, a village would pool their resources to help educate a peasant to take the
exam, who if successful, would benefit the entire village. This created a closer link between the
bureaucratic officials and the peasants, and helped bring stability to the provinces.
Both the Qin and the Han were patriarchal. Legalism would codify laws that excluded
women from any decisions in marriage. Likewise, Confucianism relied on an understanding that
wives were subordinate to their husbands, just as children were subordinate to their parents.
Several centuries later, under the Song Dynasty, Confucianism would reach its logical
conclusion as the practice of foot-binding became accepted. Confucianism also relied heavily on
filial piety, a long standing tradition in China that children should revere their parents and elders,
and especially their ancestors.
Even though China was geographically isolated from other societies, both Legalism and
Confucianism resemble cultures that developed in other regions and during other periods. The
Code of Hammurabi was a set of severe laws developed more than a thousand years before
Legalism, and rulers in the Middle East, including the Babylonians and Assyrians, were known
for their brutality and harshness. Likewise, Athenian education and medieval universities in
Europe were more similar to Confucianism in that they emphasized a well-rounded, moral
education to develop leaders. In philosophy, the nature versus nurture debate is enduring.
Both Legalism and Confucianism influenced government by becoming the dominant
philosophies of the Qin and Han Empires, respectively, and both were patriarchal. Yet, they
differed in that Legalism relied on a system of rewards and punishment which ruled by fear,
whereas Confucianism relied upon relationships, and a moral education to develop a scholargentry class that would encourage a government that was more responsive to the peasants.
3. Using specific examples, analyze similarities and differences in Hinduism and Buddhism,
including their effect upon government, social structure and/or gender relations in India in
the period 600 B.C.E. to 600 C.E. (Historical thinking skill: Comparison).
Hinduism and Buddhism, which both developed in India, were similar in the period 600
BCE to 600 CE in that they share similar beliefs, such as a belief in Brahman, karma, and
reincarnation. However, they differed in how to achieve union with Brahman; with Hindus, the
priests played a very important role, and it reinforced the caste system; Buddhists, however,
emphasized the Four Noble Truths, including the Eight Fold Path, and rejected the caste system.
These beliefs impacted government, especially during the reign of Asoka, when he converted to
Buddhism and sent missionaries to spread the religion.
Buddha, who by birth was Siddhartha Gautama, was raised to be a Hindu prince. At an
early age, he left to seek truth and so he became the Buddha. This explains why Buddhists, like
Hindus, believe in a single spiritual force that exists in all things, known as Brahman. Both seek
union with Brahman; however, in Hinduism it is called moksha and stresses the role of priests,
and doing one’s duty (dharma) within one’s social caste. Buddhists also believe dharma is
important, but union with Brahman is achieved through meditation on the Four Noble Truths: all
life is suffering; we suffer because our desire separates us from Brahman; we can end suffering
by giving up these desires; and this is accomplished by following the Eight Fold Path, which
stresses righteous thinking, speech and living. Both religions believe in reincarnation and karma,
which is that the actions in one’s life will impact the next life. Both also believe in ahimsa, or
nonviolence.
However, whereas Hinduism reinforces the caste system and the role of priests,
Buddhism rejects the caste system. This is because the origins of Hinduism began with the Aryan
migration, so it stressed that one’s duty was to one’s caste and so reinforced the social order. In
contrast, Buddha found his answers in meditation, so he stressed the Eight Fold Path and defined
one’s dharma as righteous conduct. Hinduism is highly patriarchal and also identifies with the
practice of sati, or the belief that dharma requires women to join their husbands on the funeral
pyre. Buddhism rejects this. Although Buddhism instructs women to be obedient to their
husbands, it also teaches that husbands should respect their wives. Buddha also allowed women
to join his monastic community. Thus, both systems reinforced patriarchy, but Buddhist views
towards women tended to be more moderate than in Hinduism.
Both systems impacted government in that during this period leaders were either Hindu
or Buddhist, and their beliefs would influence the laws. Thus, under Hindus laws to reinforce the
caste system were common. In contrast, when Asoka converted to Buddhism in the 3rd century
BCE his Edicts tolerated all religions, and he supported missionaries and the spread of
Buddhism. During the centuries, Buddhism spread along the Silk Road to China, and by 600 CE
Buddhism was well established in China and Southeast Asia. In so doing, it developed into two
sects, mainly Theravada Buddhism in SE Asia, which most closely follows the teachings of the
Buddha, and Mahayana Buddhism, found especially in China, which is related to a common
search for salvation and is more easily attained through faith.
Both Hinduism and Buddhism share many beliefs, such as Brahman, karma, and
reincarnation; however, whereas Hinduism reinforces the caste system and stresses the role of
priests, Buddhism rejects the caste system and its rulers supported the spread of Buddhism. As a
result, both religions are among today’s major faiths: Hinduism is the dominant religion in India,
and Buddhism is practiced throughout eastern and southeastern Asia.