Tackling theTackling the

AP World History ExamAP World History Exam

COT: Post-Classical China 600-1450COT: Post-Classical China 600-1450

► In Post-Classical China (600-1450) the mandate of heaven remained a way to determine In Post-Classical China (600-1450) the mandate of heaven remained a way to determine dynastic succession providing structure through rebuilding of infrastructure (Great Wall dynastic succession providing structure through rebuilding of infrastructure (Great Wall and the new Grand Canal linking the Yangtze to the Yellow Rivers), the role of the civil and the new Grand Canal linking the Yangtze to the Yellow Rivers), the role of the civil service bureaucracy would facilitate sound political decision making through the service bureaucracy would facilitate sound political decision making through the organization of the economy based on Confucian principles, however, trade would organization of the economy based on Confucian principles, however, trade would increase expanding both China’s size (during the Tang Dynasty) and their hegemony increase expanding both China’s size (during the Tang Dynasty) and their hegemony (sinification of Korea, Viet Nam and Japan) and extension of maritime (junk ship trade (sinification of Korea, Viet Nam and Japan) and extension of maritime (junk ship trade across the Indian Ocean) and caravan trade (across the silk routes) .across the Indian Ocean) and caravan trade (across the silk routes) .

► In post-classical China the increase in trade (proto-industrialism/commercial expansion) In post-classical China the increase in trade (proto-industrialism/commercial expansion) would lead Tang-Song China to actively pursue tributary ties. The influence of Buddhism would lead Tang-Song China to actively pursue tributary ties. The influence of Buddhism through trade routes would lead to great internal conflict eventually developing into through trade routes would lead to great internal conflict eventually developing into neo-Confucianism. With all of this trading influence, however, the status of merchants neo-Confucianism. With all of this trading influence, however, the status of merchants would not be elevated based on Confucian principles.would not be elevated based on Confucian principles.

2004 DBQ Prompt2004 DBQ Prompt

Based on the following documents, Based on the following documents, analyze the spread of Buddhism in analyze the spread of Buddhism in China. What additional documents China. What additional documents

would you need to evaluate the would you need to evaluate the extent of Buddhism's appeal in extent of Buddhism's appeal in

China?China?

Important Things to KnowImportant Things to Know

► 1.1. Read carefully the question prompt and the Read carefully the question prompt and the historical backgroundhistorical background. Underline the tasks . Underline the tasks demanded and the terms which are unique to the demanded and the terms which are unique to the question.  Make sure you understand EXACTLY what question.  Make sure you understand EXACTLY what the question is asking (social responses?  economic the question is asking (social responses?  economic impact? causes for rebellion?).  DO NOT MAKE UP YOUR impact? causes for rebellion?).  DO NOT MAKE UP YOUR OWN QUESTION!!!OWN QUESTION!!!

► 2. Read the documents carefully.2. Read the documents carefully. a. Make sure that you understand the content of the document.a. Make sure that you understand the content of the document. b. What is the author's Point of View (POV).b. What is the author's Point of View (POV). c. Where is the tension?c. Where is the tension? d. What is the origin of the document?d. What is the origin of the document? e. Is the document valid or is it hearsay?e. Is the document valid or is it hearsay? f. If time, gender or age were changed would the person be f. If time, gender or age were changed would the person be

saying the same thing?saying the same thing?

Important Things to KnowImportant Things to Know

►3. You must use 3. You must use allall of the documents. of the documents.

►4. Do not simply cite the documents in 4. Do not simply cite the documents in "laundry list" fashion. You should "laundry list" fashion. You should strive to IMPOSE order on the strive to IMPOSE order on the documents. Find documents. Find groupings for the for the documents. Can they be organized documents. Can they be organized into three or four strong, analytical into three or four strong, analytical points? What is the OVERALL picture points? What is the OVERALL picture presented by the documents?  presented by the documents? 

Important Things to KnowImportant Things to Know► 5. Your essay should be an ANALYSIS of the 5. Your essay should be an ANALYSIS of the

documents and their content. You are demonstrating documents and their content. You are demonstrating analysis if you are doing the following:analysis if you are doing the following: a. The essay contains a thesis which divides your answer into a. The essay contains a thesis which divides your answer into

three to four categories.three to four categories. b. The documents are used as evidence to support your b. The documents are used as evidence to support your

thesis.thesis. c. Frequent reference is made to the c. Frequent reference is made to the terms of the terms of the

questionquestion.  Constantly and consistently return to the question .  Constantly and consistently return to the question to make sure that all of your points (evidence and analysis) go to make sure that all of your points (evidence and analysis) go to answer the question.  Be certain that your answer is always to answer the question.  Be certain that your answer is always focused directly on the question. Do not drift afield.focused directly on the question. Do not drift afield.

► 6. Be certain that, if the question allows, you exploit 6. Be certain that, if the question allows, you exploit all of the following in writing your answer.all of the following in writing your answer. a. Point of View (POV) is both indicated and discussed from a. Point of View (POV) is both indicated and discussed from

several angles.  You must analyze at least TWO POVs in the several angles.  You must analyze at least TWO POVs in the essay.essay.

b. You request an additional document that (1) Represents a b. You request an additional document that (1) Represents a voice that is missing and (2) could plausibly be found in voice that is missing and (2) could plausibly be found in history.history.

What do you know about What do you know about Buddhism in China?Buddhism in China?

► Came into China across the Silk RouteCame into China across the Silk Route► Originated as Theraveda and became MahayanaOriginated as Theraveda and became Mahayana► Appealed to the masses (why?)Appealed to the masses (why?)► People followed Bodhisatvas(those who attained enlightenment but remained People followed Bodhisatvas(those who attained enlightenment but remained

to help others)to help others)► Buddhist had great conflicts with Confucians and Taoist:Buddhist had great conflicts with Confucians and Taoist:► Buddhism was a “foreign” religionBuddhism was a “foreign” religion► Buddhist monasteries did not pay taxesBuddhist monasteries did not pay taxes► Buddhist spent time away from their families meditatingBuddhist spent time away from their families meditating► Buddhist were exempt from military service (ahimsa)Buddhist were exempt from military service (ahimsa)► Empress Wu made Buddhism state-sponsored religionEmpress Wu made Buddhism state-sponsored religion► Buddhist were oppressed and monasteries burnedBuddhist were oppressed and monasteries burned

Lets break down doc 1 Lets break down doc 1 togethertogether

►Source?Source?►Meaning?Meaning?►Theme?Theme?

►Now its your turnNow its your turn

Doc. 1. Four Noble Truths, 5th century B.C.E. The Four Truths aresorrow, craving, stopping sorrow, the way of stopping sorrow.POV: lst sermon of the Buddha, which was used to teach people why thereis suffering and what to do about it.Analysis: Basic doctrine of Buddhism. There is equality of suffering andthe ability to stop suffering. There are no duties to society, there is nohierarchy.NB: this doc. does not relate directly to responses to the spread ofBuddhism in China

Doc. 2. Zhi Dun, Chinese scholar, ca. 350 CE [period of unrest,invasion by central Asian steppe nomads] In an era of “sensualpleasures,” a Buddhist who observes the way will reach Nirvana.POV: Zhi is a scholar who clearly admires Buddhism; who sees its value incorrect observances in face of uncontrolled passion (sensual pleasures).He would pass his opinions on to the Chinese aristocracy at the time.Analysis: In times of upheaval, Buddhism presents a comfortingworldview for Chinese scholars and aristocrats.

Doc. 3. Anon. Chinese Scholar, ca. 500 C.E., “The Disposition ofError” [end of period of unrest] In Confucian dialogue format, thescholar presents the arguments of the non-“Chinese-ness” of Buddha andthe non-usefulness of Buddhist monks since they do not have wives andchildren. This scholar, however, feels that Confucius didn't have to explaineverything, and “wives, children, and property are luxuries of the world”and replaced by goodness and wisdom.POV: the scholar knows both Confucian and Buddhist philosophies, anddoesn't agree that Buddhism is in conflict with Confucianism or that itis destabilizing. Tone of document is conciliatory. Students mayquestion the “anonymity” in a variety of ways.Analysis: There is a sense of accommodation, blending, or coexistence ofthe two philosophies. Doc. be used to show existence of conflict, orused to extract Confucian criticisms of Buddhism at the time.

Doc. 4 Han Yu, Imperial Tang advisor, 819 C.E., “Memorial onBuddhism” Buddhism is .a cult of barbarian peoples”; the relic of hisfinger is “foul”; the Buddhist crowd might “mutilate their flesh” inofferings to Buddha. The Emperor should not participate in the procession;Buddhism should not be allowed to .delude the masses.”POV: leading Confucian scholar who sees Buddhism as evil, anti-Confucian, and illegal (“does not conform to our laws”). As aConfucian scholar, his position and livelihood is vested inConfucianism remaining dominant, especially with the civil serviceexamination system, which provides access to government jobs.Analysis: Buddhism is foreign and therefore “evil”. It is also potentiallydestabilizing (the crowd, the masses will be uncontrollable).

Doc. 5 Zong Mi, Buddhist scholar, Tang dynasty , 9th c. C.E, “On theNature of Man” All teachings (Buddhism, Daoism, Confucianism) shouldbe accepted and acceptable.POV: As Buddhism is under attack at the court (see doc. 4) this scholar istrying to make the case-perhaps to the Emperor--that Buddhism is not athreat to traditional Chinese social and political structures. This has aslightly defense tone to it.Analysis: He argues for the equality of beliefs and the social/politicalusefulness of all of the philosophies. Zong must emphasize thatBuddhism poses no threat to the social order in order to counterConfucian arguments that Buddhism is destabilizing. (argument similarto Doc. 3)

Doc. 6, Tang Emperor Wu, 845 C.E., “Edict on Buddhism” Imperialedict abolishing Buddhism, because it is foreign; monks and nuns areuseless parasites; because it is evil and destabilizes the family and thesociety.POV: This is an official Imperial edict. The emperor has been persuadedthat Buddhism is a threat to the Chinese economy, laws, family, socialstructure and to his own status as well (the monasteries are grander thanthe palace!).Analysis: The emperor has been persuaded that Buddhism is antithetical toConfucianism, which is native Chinese (and therefore good). He usesthe historical and the xenophobic argument

Sample “9” ThesisSample “9” Thesis

As Buddhism spread from India to China beginning in the first century C.E., it was met with mixed results. Many Chinese accepted Buddhism and defended its policies while others scrutinized Buddhism’s absence from past texts and used it as a scapegoat for political and social problems. Still others remained indifferent, wishing to meld the aspects of belief systems in China to create a unique Chinese culture. Documents 2 and 3 defend and support Buddhism in China, while documents 4 and 6 scrutinize it and discourage its spread. Documents 1 and 5 neither encourage nor discourage the religions spread, but provide a third perspective on how it should be dealt with. An additional document that shows the actual numbers of converts to Buddhism during this time, preferably in a graph, would be useful in determining whether or not the worries of the authors in documents against Buddhism were grounded.

Missing Voice?Missing Voice?