APWH 1-4 unit SAQ
Directions: Suggested time - 20 minutes. In your responses, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable. Identify ONE similarity between agricultural developments in the period circa 1450-1900 and the Green Revolution of the twentieth century. Explain ONE difference between agricultural developments in the period circa 1450-1900 and the Green Revolution of the twentieth century. Explain ONE political or social response to the Green Revolution in the twentieth century.
0-3 points ONE point for identifying one similarity between agricultural developments in the period circa 1450-1900 and the Green Revolution of the twentieth century ONE point for explaining one difference between agricultural developments in the period circa 1450-1900 and the Green Revolution of the twentieth century ONE point for explaining one political or social response to the Green Revolution in the twentieth century Examples of responses to part (a) that would earn credit: Increases in food production leading to population increases was a similarity between agriculture in the period 1450-1900 and the Green Revolution. The development of new agricultural techniques in the period 1450-1900 and the use of genetically modified crops during the Green Revolution were similarities. One similarity was the emergence of new technological developments in agriculture, such as increasing mechanization in the period 1450-1900 and the development of new irrigation techniques during the Green Revolution. Examples of responses to part (b) that would earn credit: Increases in food production during the Green Revolution were significantly higher than in the period 1450-1900, as were the resulting population increases. The Green Revolution saw more sophistication as a result of greater scientific knowledge than in the period 1450-1900, as was evident in the introduction of new agricultural techniques such as the use of GMOs and the use of synthetic fertilizers. One difference between agriculture in the period 1450-1900 and the Green Revolution was that agriculture in the earlier period did not significantly reduce the amount of cultivated land needed to sustain populations, whereas the Green Revolution did. One difference between agriculture in the period 1450-1900 and the Green Revolution was that the most significant developments in agriculture in the period 1450-1900 occurred in fairly wealthy states in Western Europe, while the Green Revolution mostly affected developing countries in Asia and Latin America. Examples of responses to part (c) that would earn credit: One political response to the Green Revolution was states encouraging the use of green agricultural techniques to sustain economic development. A social response to the Green Revolution was that environmentalists increasingly protested against the use of pesticides such as DDT. A political response to the Green Revolution was the weakening of socialist movements in many developing states such as India, as governments increasingly sought to blunt calls for land reform by highlighting potential technological solutions and increasing crop yields. One social response to the Green Revolution was protests by small farmers in both developed and developing countries because the expense of introducing the new farming techniques associated with the Green Revolution increased significantly, leading over time to the concentration of more and more land in the hands of wealthy landowners and agribusinesses. Response earns three of the following points 0-3 points ONE point for identifying one similarity between agricultural developments in the period circa 1450-1900 and the Green Revolution of the twentieth century ONE point for explaining one difference between agricultural developments in the period circa 1450-1900 and the Green Revolution of the twentieth century ONE point for explaining one political or social response to the Green Revolution in the twentieth century Examples of responses to part (a) that would earn credit: Increases in food production leading to population increases was a similarity between agriculture in the period 1450-1900 and the Green Revolution. The development of new agricultural techniques in the period 1450-1900 and the use of genetically modified crops during the Green Revolution were similarities. One similarity was the emergence of new technological developments in agriculture, such as increasing mechanization in the period 1450-1900 and the development of new irrigation techniques during the Green Revolution. Examples of responses to part (b) that would earn credit: Increases in food production during the Green Revolution were significantly higher than in the period 1450-1900, as were the resulting population increases. The Green Revolution saw more sophistication as a result of greater scientific knowledge than in the period 1450-1900, as was evident in the introduction of new agricultural techniques such as the use of GMOs and the use of synthetic fertilizers. One difference between agriculture in the period 1450-1900 and the Green Revolution was that agriculture in the earlier period did not significantly reduce the amount of cultivated land needed to sustain populations, whereas the Green Revolution did. One difference between agriculture in the period 1450-1900 and the Green Revolution was that the most significant developments in agriculture in the period 1450-1900 occurred in fairly wealthy states in Western Europe, while the Green Revolution mostly affected developing countries in Asia and Latin America. Examples of responses to part (c) that would earn credit: One political response to the Green Revolution was states encouraging the use of green agricultural techniques to sustain economic development. A social response to the Green Revolution was that environmentalists increasingly protested against the use of pesticides such as DDT. A political response to the Green Revolution was the weakening of socialist movements in many developing states such as India, as governments increasingly sought to blunt calls for land reform by highlighting potential technological solutions and increasing crop yields. One social response to the Green Revolution was protests by small farmers in both developed and developing countries because the expense of introducing the new farming techniques associated with the Green Revolution increased significantly, leading over time to the concentration of more and more land in the hands of wealthy landowners and agribusinesses.
"Buddhism, introduced in Japan as part of Chinese culture, was actively supported by the rulers. This political support furthered the mixing of religious beliefs in Japan, since the emperors were also the highest functionaries in the national religion, Shinto.* Soon it became common to read the Buddhist sutras before shrines of the Shinto kami spirits. It became a common practice to count the kami among those beings who—like humans—could find salvation through Buddhist prayer and ritual. The next stage was to give the title of bodhisattva to these Shinto kami, who were thought to have arrived at an enlightened state through the practice of Buddhism." *The traditional religion of Japan, combining elements of animism and ancestor worship Hartmut Rotermund, European historian of Japan, article in an encyclopedia of world religions and mythologies, 1991 a) Explain how the interactions describe in the article illustrate the process of religious syncretism. b) Explain ONE similar example of religious syncretism in a region other than Japan. c) Explain ONE global process after 1980 that contributed to historians' increased interest in studying the type of cross-cultural interactions described in the passage.
ONE point for explaining how the interactions described in the article illustrate the process of religious syncretism. ONE point for explaining one similar example of religious syncretism in a region other than Japan. ONE point for explaining one global process after 1980 that contributed to historians' increased interest in studying the type of cross-cultural interactions described in the passage Examples of responses to part A that would earn credit: The mixing of Shinto and Buddhist religious beliefs illustrates the process of religious syncretism. The reading of Buddhist sutras before the shrines of the Shinto kami shows a blending of beliefs. The association of Shinto kami as Buddhist bodhisattvas in Japanese religious practices illustrates the process of religious syncretism because it shows the blending of religious traditions. Examples of responses to part B that would earn credit: Chinese Buddhism is an example of religious syncretism because it contains Daoist and Confucian influences. The blending of shamanist and Buddhist beliefs in Korea in the fourth and fifth centuries C.E. is an example of religious syncretism. Gnosticism is an example of religious syncretism, as it combined elements of Jewish, Christian, and pagan Greco-Roman beliefs. Manichaeism was arguably the most syncretic premodern religion, as it combined elements of Buddhism, Zoroastrianism, Christianity, and Greco-Roman religions into a single belief system. The development of Sikhism in India is an example of religious syncretism because its beliefs show both Hindu and Islamic influences. Voudun, Santería, and Candomblé are syncretic religions that blend elements of African, Christian, and indigenous American religious beliefs and practices. The Bahá'í religion that originated in Iran is an example of a syncretic belief system because it combines elements from many of the world's major religious traditions. Examples of responses to part C that would earn credit: Historians became more interested in studying religious syncretism because of increasing globalization and the resulting fundamentalist reactions to Westernization. The growing popularity of Asian religious practices such as Yoga and Zen Buddhism in the West has increased Western historians' interest in religious syncretism. Historians became increasingly interested in studying syncretism after the emergence of social movements that challenged traditional religious teachings about gender and social hierarchy. Religious conflicts in multi-confessional regions such as Bosnia increased historians' interest in religious syncretism as they tried to understand how different religious groups interacted and influenced each other. Response earns 3/3 point(s) Score 3 Response accomplishes all three tasks set by the question. ONE point for explaining how the interactions described in the article illustrate the process of religious syncretism. ONE point for explaining one similar example of religious syncretism in a region other than Japan. ONE point for explaining one global process after 1980 that contributed to historians' increased interest in studying the type of cross-cultural interactions described in the passage Examples of responses to part A that would earn credit: The mixing of Shinto and Buddhist religious beliefs illustrates the process of religious syncretism. The reading of Buddhist sutras before the shrines of the Shinto kami shows a blending of beliefs. The association of Shinto kami as Buddhist bodhisattvas in Japanese religious practices illustrates the process of religious syncretism because it shows the blending of religious traditions. Examples of responses to part B that would earn credit: Chinese Buddhism is an example of religious syncretism because it contains Daoist and Confucian influences. The blending of shamanist and Buddhist beliefs in Korea in the fourth and fifth centuries C.E. is an example of religious syncretism. Gnosticism is an example of religious syncretism, as it combined elements of Jewish, Christian, and pagan Greco-Roman beliefs. Manichaeism was arguably the most syncretic premodern religion, as it combined elements of Buddhism, Zoroastrianism, Christianity, and Greco-Roman religions into a single belief system. The development of Sikhism in India is an example of religious syncretism because its beliefs show both Hindu and Islamic influences. Voudun, Santería, and Candomblé are syncretic religions that blend elements of African, Christian, and indigenous American religious beliefs and practices. The Bahá'í religion that originated in Iran is an example of a syncretic belief system because it combines elements from many of the world's major religious traditions. Examples of responses to part C that would earn credit: Historians became more interested in studying religious syncretism because of increasing globalization and the resulting fundamentalist reactions to Westernization. The growing popularity of Asian religious practices such as Yoga and Zen Buddhism in the West has increased Western historians' interest in religious syncretism. Historians became increasingly interested in studying syncretism after the emergence of social movements that challenged traditional religious teachings about gender and social hierarchy. Religious conflicts in multi-confessional regions such as Bosnia increased historians' interest in religious syncretism as they tried to understand how different religious groups interacted and influenced each other.
Map 1: BRITISH, SPANISH, AND DUTCH TRADE ROUTES AS SHOWN BY SHIP LOGS, 1750 to 1800. Heavier shading indicates more frequently used routes. Write your responses. Each response is expected to fit within the space provided. In your responses, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable.
ONE point for explaining one significant reason for changes in the patterns of global economic interactions from circa 1750 to circa 2000, as illustrated by the two maps. ONE point for explaining one significant reason for continuities in the patterns of global economic interactions from circa 1750 to circa 2000, as illustrated by the two maps. ONE point for explaining one limitation of using the maps to measure global interactions from circa 1750 to circa 2000 Examples of responses to part A that would earn credit: Increasing globalization is the most significant reason for the changes in global interactions between 1750 and 2000. The industrialization of shipping is a significant reason for the changes in global interactions between 1750 and 2000. The expansion of transnational and multinational corporations is a significant reason for increased shipping between 1750 and 2000 because companies now had a presence all over the world. The creation of the Suez and Panama canals is a significant reason for the changes in the patterns of shipping shown on the maps as both canals considerably reduced the amount of time needed for ships to reach destinations. The maps show a significant shift away from a Eurocentric global economy as shipping volumes to East Asia and the Pacific increased considerably. Examples of responses to part B that would earn credit: One continuity in the patterns of global economic interactions from 1750 to 2000 is that shipping remains crucial to global trade. One continuity in the patterns of global economic interactions from 1750 to 2000 is that shipping volumes to and from Europe and North America were still heavier than anywhere else in the world, reflecting the fact that they are still economically dominant. One continuity in the patterns of global economic interactions from 1750 to 2000 is that shipping patterns in the Indian Ocean and from Europe to South America have remained relatively consistent. Examples of responses to part C that would earn credit: One major limitation of using the maps to measure global interactions from 1750 to 2000 is that land and air transport are not shown. One major limitation of using the maps to measure global interactions from 1750 to 2000 is that the first map only includes European ships and does not even shown all European shipping. One major limitation of using the maps to measure global interactions from 1750 to 2000 is that the maps are only snapshots of relatively brief periods, as no data from the nineteenth or twentieth centuries are included. One major limitation of using the maps to measure global interactions from 1750 to 2000 is that the value and quantity of the goods traded are not shown, making it difficult to determine which regions or countries may benefit more from the trade routes. Score 3 Response accomplishes all three tasks set by the question. ONE point for explaining one significant reason for changes in the patterns of global economic interactions from circa 1750 to circa 2000, as illustrated by the two maps. ONE point for explaining one significant reason for continuities in the patterns of global economic interactions from circa 1750 to circa 2000, as illustrated by the two maps. ONE point for explaining one limitation of using the maps to measure global interactions from circa 1750 to circa 2000 Examples of responses to part A that would earn credit: Increasing globalization is the most significant reason for the changes in global interactions between 1750 and 2000. The industrialization of shipping is a significant reason for the changes in global interactions between 1750 and 2000. The expansion of transnational and multinational corporations is a significant reason for increased shipping between 1750 and 2000 because companies now had a presence all over the world. The creation of the Suez and Panama canals is a significant reason for the changes in the patterns of shipping shown on the maps as both canals considerably reduced the amount of time needed for ships to reach destinations. The maps show a significant shift away from a Eurocentric global economy as shipping volumes to East Asia and the Pacific increased considerably. Examples of responses to part B that would earn credit: One continuity in the patterns of global economic interactions from 1750 to 2000 is that shipping remains crucial to global trade. One continuity in the patterns of global economic interactions from 1750 to 2000 is that shipping volumes to and from Europe and North America were still heavier than anywhere else in the world, reflecting the fact that they are still economically dominant. One continuity in the patterns of global economic interactions from 1750 to 2000 is that shipping patterns in the Indian Ocean and from Europe to South America have remained relatively consistent. Examples of responses to part C that would earn credit: One major limitation of using the maps to measure global interactions from 1750 to 2000 is that land and air transport are not shown. One major limitation of using the maps to measure global interactions from 1750 to 2000 is that the first map only includes European ships and does not even shown all European shipping. One major limitation of using the maps to measure global interactions from 1750 to 2000 is that the maps are only snapshots of relatively brief periods, as no data from the nineteenth or twentieth centuries are included. One major limitation of using the maps to measure global interactions from 1750 to 2000 is that the value and quantity of the goods traded are not shown, making it difficult to determine which regions or countries may benefit more from the trade routes.
Write your responses. Each response is expected to fit within the space provided. In your responses, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable. Identify ONE technological transfer between world regions that affected state power in the period 1450 to 1750. Explain ONE similarity in the way that technology affected state power in Asia and in the way that technology affected state power in Europe in the period 1450 to 1750. Explain ONE difference in the way that technology affected state power in Asia and in the way that technology affected state power in Europe in the period 1450 to 1750.
ONE point for explaining one technological transfer between world regions that affected state power in the period 1450-1750. ONE point for explaining one similarity in the way that technology affected state power in Asia and in the way that technology affected state power in Europe in the period 1450-1750. ONE point for explaining one difference in the way that technology affected state power in Asia and in the way that technology affected state power in Europe in the period 1450-1750. Examples of responses to part A that would earn credit: The transfer of gunpowder between regions affected state power in the period 1450-1750. The transfer of shipbuilding technologies between regions affected state power in the period 1450-1750. The transfer of maritime technologies such as the compass or astrolabe between regions affected state power in the period 1450-1750. Examples of responses to part B that would earn credit: One similarity between how technology affected state power in Asia and Europe in the period 1450-1750 was that gunpowder allowed states such as Spain, the Ottoman Empire, and the Mughal Empire to expand their territories. The compass allowed Asian and European states to engage in long-distance maritime trade and thereby increase state revenue and power. Improvements in agricultural or manufacturing technologies allowed Asian and European states to improve production, thereby expanding tax revenues and state power. Examples of responses to part C that would earn credit: Differences in maritime technology allowed European states to create transoceanic empires in the period 1450-1750, while Asian states mainly engaged in overland expansion. The development of the printing press in Europe and the emergence of numerous centers of printing that produced vast amounts of literature often led to challenges to the power of European states, to an extent not seen in Asia. Differences in the quality of manufacturing technology between China, India, and Europe in the period 1450-1750 led to large trade surpluses for China and India and forced Europeans to focus on importing Asian goods rather than exporting European goods to Asia, strengthening the Asian economies and adversely affecting the European state economic power. Response earns 3/3 point(s) Score 3 Response accomplishes all three tasks set by the question. ONE point for explaining one technological transfer between world regions that affected state power in the period 1450-1750. ONE point for explaining one similarity in the way that technology affected state power in Asia and in the way that technology affected state power in Europe in the period 1450-1750. ONE point for explaining one difference in the way that technology affected state power in Asia and in the way that technology affected state power in Europe in the period 1450-1750. Examples of responses to part A that would earn credit: The transfer of gunpowder between regions affected state power in the period 1450-1750. The transfer of shipbuilding technologies between regions affected state power in the period 1450-1750. The transfer of maritime technologies such as the compass or astrolabe between regions affected state power in the period 1450-1750. Examples of responses to part B that would earn credit: One similarity between how technology affected state power in Asia and Europe in the period 1450-1750 was that gunpowder allowed states such as Spain, the Ottoman Empire, and the Mughal Empire to expand their territories. The compass allowed Asian and European states to engage in long-distance maritime trade and thereby increase state revenue and power. Improvements in agricultural or manufacturing technologies allowed Asian and European states to improve production, thereby expanding tax revenues and state power. Examples of responses to part C that would earn credit: Differences in maritime technology allowed European states to create transoceanic empires in the period 1450-1750, while Asian states mainly engaged in overland expansion. The development of the printing press in Europe and the emergence of numerous centers of printing that produced vast amounts of literature often led to challenges to the power of European states, to an extent not seen in Asia. Differences in the quality of manufacturing technology between China, India, and Europe in the period 1450-1750 led to large trade surpluses for China and India and forced Europeans to focus on importing Asian goods rather than exporting European goods to Asia, strengthening the Asian economies and adversely affecting the European state economic power.
ENGRAVING PRODUCED IN GREAT BRITAIN BASED ON AN 1817 PAINTING BY BRITISH ARTIST BENJAMIN WEST The engraving shows a historical encounter in 1765 in which the Mughal emperor Shah 'Alam II granted the British East India Company, represented by Robert Clive, the right to collect tax revenue from the Mughal provinces of Bengal, Orissa, and Bihar. Directions: Suggested time - 20 minutes. In your responses, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable. Use the image to answer all parts of the question that follows. Identify ONE way in which the event depicted in the image reflects political changes in the global balance of power in the eighteenth century. Explain ONE way in which the event depicted in the image reflects economic changes in Asia in the eighteenth century. Explain ONE significant way in which Great Britain's relationship with South Asia changed in the nineteenth century, compared with the relationship depicted in the image.
ONE point for identifying one way in which the event depicted in the image reflects political changes in the global balance of power in the eighteenth century ONE point for explaining one way in which the event depicted in the image reflects economic changes in Asia in the eighteenth century ONE point for explaining one significant way in which Great Britain's relationship with South Asia changed in the nineteenth century, compared with the relationship depicted in the image Examples of responses to part (a) that would earn credit: The event depicted in the image reflects the growing power of European states and the decline of some Asian empires. The event depicted in the image reflects the disintegration of the Mughal Empire and the beginning of the British conquest of India, eventually allowing Great Britain to become the world's greatest global power. The Mughal emperor's granting of concessions to the British East India Company reflects the ways in which some European joint-stock companies contributed to expanding European power across the world while weakening Asian states. The Mughal Empire's grant of the tax revenues to Great Britain, as shown in the image, was ultimately the result of Great Britain defeating European rivals such as France and the Netherlands to become the dominant power in South Asia. Examples of responses to part (b) that would earn credit: The event shown in the image reflects the growing power of European merchants and companies over trade and commerce in Asia. The event shown in the image illustrates how Europeans were able to use their economic power through joint-stock companies, such as the British EIC, to weaken Asian states The Mughal grant shows how competition between European mercantilist states and companies weakened Asian states by allowing Europeans to gain greater access to and control over Asian markets. Examples of responses to part (c) that would earn credit: The most significant change in the relationship between Great Britain and South Asia from the time of the image to the nineteenth century is that the image shows only the beginning of the British conquest of India, whereas the British gained total control over India in the nineteenth century. A significant way that the relationship between Great Britain and India changed in the nineteenth century is that the cooperation between the Mughals and the British shown in the image turned into resistance and repression as Britain crushed the great Indian rebellion (or Sepoy Mutiny) of 1857. The most significant change is that Britain gained greater power in India, which led to the collapse of the Indian textile industry, the spread of famine, and India's impoverishment. ONE point for identifying one way in which the event depicted in the image reflects political changes in the global balance of power in the eighteenth century ONE point for explaining one way in which the event depicted in the image reflects economic changes in Asia in the eighteenth century ONE point for explaining one significant way in which Great Britain's relationship with South Asia changed in the nineteenth century, compared with the relationship depicted in the image Examples of responses to part (a) that would earn credit: The event depicted in the image reflects the growing power of European states and the decline of some Asian empires. The event depicted in the image reflects the disintegration of the Mughal Empire and the beginning of the British conquest of India, eventually allowing Great Britain to become the world's greatest global power. The Mughal emperor's granting of concessions to the British East India Company reflects the ways in which some European joint-stock companies contributed to expanding European power across the world while weakening Asian states. The Mughal Empire's grant of the tax revenues to Great Britain, as shown in the image, was ultimately the result of Great Britain defeating European rivals such as France and the Netherlands to become the dominant power in South Asia. Examples of responses to part (b) that would earn credit: The event shown in the image reflects the growing power of European merchants and companies over trade and commerce in Asia. The event shown in the image illustrates how Europeans were able to use their economic power through joint-stock companies, such as the British EIC, to weaken Asian states The Mughal grant shows how competition between European mercantilist states and companies weakened Asian states by allowing Europeans to gain greater access to and control over Asian markets. Examples of responses to part (c) that would earn credit: The most significant change in the relationship between Great Britain and South Asia from the time of the image to the nineteenth century is that the image shows only the beginning of the British conquest of India, whereas the British gained total control over India in the nineteenth century. A significant way that the relationship between Great Britain and India changed in the nineteenth century is that the cooperation between the Mughals and the British shown in the image turned into resistance and repression as Britain crushed the great Indian rebellion (or Sepoy Mutiny) of 1857. The most significant change is that Britain gained greater power in India, which led to the collapse of the Indian textile industry, the spread of famine, and India's impoverishment.
"First and most important in the early modern era [1450-1750 C.E.] is the intensified human land use in every world region. Rising human numbers put increasing pressure on the land. Almost invariably [human] expansion caused a reduction in the quantity and diversity of vegetation or, to put it in other terms, a reduction in biomass and biodiversity. That is, sedentary cultivation depended on selection of one or a few favored plant species . . . in place of a variety of grass, shrubs, and trees. . . . Agriculture was and continues to be the single most important means by which humans change the world's lands and its ecosystems. John F. Richards, historian, The Unending Frontier: An Environmental History of the Early Modern World, 2003 Use the passage to answer all parts of the question that follows. Identify and explain ONE historically specific example of intensified human land use in the period 1450- 1750 C.E. that would support the author's argument. Identify and explain ONE historically specific example from the period before 1450 C.E. in which humans interacted with the environment in ways similar to those described in the passage. Identify and explain ONE late-twentieth-century development that likely explains historians' interest in the subject of the passage.
Part A Scoring Guide ONE point for identifying AND explaining one historically specific example of intensified human land use in the period 1450-1750 C.E. that would support Richards's argument. Scoring Notes Examples of responses to part (a) that would earn credit: The establishment of plantation agriculture in the Americas after 1492 resulted in new forms of intensive agriculture for cash crops for export, such as sugar, that reduced the agricultural diversity of the region. The Aztecs altered the surrounding landscape through the use of chinampas in order to produce specific crops. The Columbian Exchange dramatically changed the biodiversity and expansion of agriculture in Ming and Qing China through the cultivation of sweet potatoes, maize, and potatoes. Scoring Guide ONE point for identifying AND explaining one historically specific example of intensified human land use in the period 1450-1750 C.E. that would support Richards's argument. Scoring Notes Examples of responses to part (a) that would earn credit: The establishment of plantation agriculture in the Americas after 1492 resulted in new forms of intensive agriculture for cash crops for export, such as sugar, that reduced the agricultural diversity of the region. The Aztecs altered the surrounding landscape through the use of chinampas in order to produce specific crops. The Columbian Exchange dramatically changed the biodiversity and expansion of agriculture in Ming and Qing China through the cultivation of sweet potatoes, maize, and potatoes. Part B Scoring Guide ONE point for identifying AND explaining one historically specific example from the period before 1450 C.E. in which humans interacted with the environment in ways similar to those described in the passage. Scoring Notes Examples of responses to part (b) that would earn credit: The agricultural revolution in Mesopotamia resulted in intensive cultivation of cereal grains and use of irrigation, leading to increased salinization of the soil. Greater rice cultivation and the spread of cash crops like tea and cotton during the Song Dynasty led to transformation of the landscape to meet the economic needs of the rising merchant class. An agricultural revolution in medieval Europe led to the use of the three-field system, resulting in increased deforestation as more land was cleared for cultivation. Scoring Guide ONE point for identifying AND explaining one historically specific example from the period before 1450 C.E. in which humans interacted with the environment in ways similar to those described in the passage. Scoring Notes Examples of responses to part (b) that would earn credit: The agricultural revolution in Mesopotamia resulted in intensive cultivation of cereal grains and use of irrigation, leading to increased salinization of the soil. Greater rice cultivation and the spread of cash crops like tea and cotton during the Song Dynasty led to transformation of the landscape to meet the economic needs of the rising merchant class. An agricultural revolution in medieval Europe led to the use of the three-field system, resulting in increased deforestation as more land was cleared for cultivation. Part C Scoring Guide ONE point for identifying AND explaining one late-twentieth-century development that likely explains historians' interest in the subject of the passage. Scoring Notes Examples of responses to part (c) that would earn credit: The Green Revolution's focus on increasing agricultural productivity in the 1960s led historians to consider other events or times when human agency also impacted the ecosystem. The growing environmental movement of the late twentieth century brought greater attention to the damaging effects of deforestation and pollution. The massive mobilization and relocation of people to increase agricultural production in China during the 1950s and 1960s led to environmental stresses. Scoring Guide ONE point for identifying AND explaining one late-twentieth-century development that likely explains historians' interest in the subject of the passage. Scoring Notes Examples of responses to part (c) that would earn credit: The Green Revolution's focus on increasing agricultural productivity in the 1960s led historians to consider other events or times when human agency also impacted the ecosystem. The growing environmental movement of the late twentieth century brought greater attention to the damaging effects of deforestation and pollution. The massive mobilization and relocation of people to increase agricultural production in China during the 1950s and 1960s led to environmental stresses.
"[This] book acknowledges that cultural traditions spread over long distances even in ancient times, but it also recognizes that expansive traditions often faced fierce opposition, and it holds further that cross-cultural conversion is a deeply problematical concept. Indeed, [this] book argues that religious and cultural traditions rarely won foreign converts except when favored by a powerful set of political, social or economic incentives. Sometimes the prospect of trade or political alliance drew a people's attention to a foreign cultural tradition. Other times state sponsorship made political and military support available to an expanding cultural tradition. Yet even under the best of circumstances... expansive cultural traditions rarely attracted large numbers of foreign adherents without the aid of a syncretic process." Jerry H. Bentley, historian, Old World Encounters, 1993 Use the passage to answer all parts of the question that follows. Identify and explain TWO examples in the period 600 C.E. to 1450 C.E. that support the author's argument concerning the role of political, social, or economic incentives in the spread of religious or cultural traditions. Identify and explain ONE example after 1450 C.E. in which syncretism played an important role in the spread of religious or cultural traditions.
Part A Scoring Guide ONE point for identifying one example in the period 600 c.e. to 1450 c.e that supports the author's argument concerning the role of political, social, or economic incentives in the spread of religious or cultural traditions and explaining how that example supports the author's argument ONE point for identifying a second example in the period 600 c.e to 1450 c.e that supports the author's argument concerning the role of political, social, or economic incentives in the spread of religious or cultural traditions and explaining how that example supports the author's argument Scoring Notes Examples of responses to part (a) that would earn credit: Explanation of how the spread of Islam across Afro-Eurasia in the period circa 600 c.e to 1450 c.e was facilitated by the expansion of the Islamic caliphates and other Muslim states, for example, the role of the Umayyad caliphate in spreading Islam in North Africa and Iran or the role of the Delhi sultanates in spreading Islam in northern India. Explanation of how the spread of Islam across Afro-Eurasia in the period circa 600 c.e to 1450 c.e was facilitated by the intensification of trade along the Silk Roads and the creation of diasporic Muslim merchant communities in the Indian Ocean basin, for example, the role of Muslim merchant communities in spreading Islam to parts of southeast Asia such as Aceh and Melaka Explanation of how the spread of Islam across Afro-Eurasia in the period circa 600 c.e to 1450 c.e was facilitated by the appeal of conversion to Islam as a means to pursue various political and military occupations under Muslim rule and to escape the restrictions of the dhimma system, as seen, for example, in the fact that many prominent state officials during the early caliphates were themselves converts to Islam (usually of Persian origin). Explanation of how the tribute-trade system helped facilitate the spread of Chinese cultural traditions such as Confucianism and Buddhism to parts of East and Southeast Asia, for example, Japan, Korea, and Vietnam. Explanation of how the close relationship between European states and the Christian church authorities facilitated the spread of Christianity, for example, in the conversion of the Slavic, Baltic, and Nordic peoples of Europe. Explanation of how economic, political, and social incentives (such as Abbasid patronage of philosophical and scientific pursuits) led Muslim scholars to adopt Greek and Indian learning. Explanation of how economic, political, and social incentives (such as the way in which Christian Iberian rulers encouraged contact between Christian, Muslim, and Jewish scholars during the Reconquista) led Christian scholars to obtain Islamic, Greek, and Indian learning through the works of Muslim scholars. The student response earns two of the following points: Scoring Guide ONE point for identifying one example in the period 600 c.e. to 1450 c.e that supports the author's argument concerning the role of political, social, or economic incentives in the spread of religious or cultural traditions and explaining how that example supports the author's argument ONE point for identifying a second example in the period 600 c.e to 1450 c.e that supports the author's argument concerning the role of political, social, or economic incentives in the spread of religious or cultural traditions and explaining how that example supports the author's argument Scoring Notes Examples of responses to part (a) that would earn credit: Explanation of how the spread of Islam across Afro-Eurasia in the period circa 600 c.e to 1450 c.e was facilitated by the expansion of the Islamic caliphates and other Muslim states, for example, the role of the Umayyad caliphate in spreading Islam in North Africa and Iran or the role of the Delhi sultanates in spreading Islam in northern India. Explanation of how the spread of Islam across Afro-Eurasia in the period circa 600 c.e to 1450 c.e was facilitated by the intensification of trade along the Silk Roads and the creation of diasporic Muslim merchant communities in the Indian Ocean basin, for example, the role of Muslim merchant communities in spreading Islam to parts of southeast Asia such as Aceh and Melaka Explanation of how the spread of Islam across Afro-Eurasia in the period circa 600 c.e to 1450 c.e was facilitated by the appeal of conversion to Islam as a means to pursue various political and military occupations under Muslim rule and to escape the restrictions of the dhimma system, as seen, for example, in the fact that many prominent state officials during the early caliphates were themselves converts to Islam (usually of Persian origin). Explanation of how the tribute-trade system helped facilitate the spread of Chinese cultural traditions such as Confucianism and Buddhism to parts of East and Southeast Asia, for example, Japan, Korea, and Vietnam. Explanation of how the close relationship between European states and the Christian church authorities facilitated the spread of Christianity, for example, in the conversion of the Slavic, Baltic, and Nordic peoples of Europe. Explanation of how economic, political, and social incentives (such as Abbasid patronage of philosophical and scientific pursuits) led Muslim scholars to adopt Greek and Indian learning. Explanation of how economic, political, and social incentives (such as the way in which Christian Iberian rulers encouraged contact between Christian, Muslim, and Jewish scholars during the Reconquista) led Christian scholars to obtain Islamic, Greek, and Indian learning through the works of Muslim scholars. Part B Scoring Guide ONE point for identifying one example after 1450 c.e. in which syncretism played an important role in the spread of religious or cultural traditions and explaining how it played a role Scoring Notes Examples of responses to part (b) that would earn credit: The use of Amerindian and African religious practices and traditions in Christian worship in American and Caribbean societies after 1500 could be used as an example of the way in which syncretism helped spread Christianity in the Americas. The continued use of indigenous religious practices and traditions in African societies in the period circa 1450-1750 could be used as an example of the way in which syncretism helped spread Islam and Christianity in Africa. The Sufi method of accommodating local practices within Islamic traditions could be used as an example of the way in which syncretism helped spread Islam in parts of Central Asia, West Africa, and eastern Europe in the period after 1450. The mixture of indigenous cultural practices with Buddhist practices and traditions in Mongolia and mainland Southeast Asia could be used as an example of the way in which syncretism helped spread Buddhism. The emergence of the Chan (Zen) school of Buddhism, which included elements from Daoism and Shinto, could be used as an example of the way in which syncretism helped spread Buddhism in Japan and parts of China. The emergence of the Taiping Movement, which subsumed Chinese beliefs within a Christian theological construct, could be used as an example of the way in which syncretism helped spread religious and cultural traditions. 01STUDENT SCORE The student response earns one of the following points: Scoring Guide ONE point for identifying one example after 1450 c.e. in which syncretism played an important role in the spread of religious or cultural traditions and explaining how it played a role Scoring Notes Examples of responses to part (b) that would earn credit: The use of Amerindian and African religious practices and traditions in Christian worship in American and Caribbean societies after 1500 could be used as an example of the way in which syncretism helped spread Christianity in the Americas. The continued use of indigenous religious practices and traditions in African societies in the period circa 1450-1750 could be used as an example of the way in which syncretism helped spread Islam and Christianity in Africa. The Sufi method of accommodating local practices within Islamic traditions could be used as an example of the way in which syncretism helped spread Islam in parts of Central Asia, West Africa, and eastern Europe in the period after 1450. The mixture of indigenous cultural practices with Buddhist practices and traditions in Mongolia and mainland Southeast Asia could be used as an example of the way in which syncretism helped spread Buddhism. The emergence of the Chan (Zen) school of Buddhism, which included elements from Daoism and Shinto, could be used as an example of the way in which syncretism helped spread Buddhism in Japan and parts of China. The emergence of the Taiping Movement, which subsumed Chinese beliefs within a Christian theological construct, could be used as an example of the way in which syncretism helped spread religious and cultural traditions.
"There is no doubt that the Gujaratis from the northwest coast of India are men who understand merchandise; they are also diligent, quick men in trade. They do their accounts with numbers like ours. There are also merchants from Egypt settled in Gujarat, as well as many merchants from Persia and the Arabian Peninsula, all of whom do a great trade in the seaport towns of Gujarat. Those of our people who want to be clerks and traders ought to go there and learn, because the business of trade is a science in itself." Tomé Pires, Portuguese merchant, book describing travels in South Asia, 1515 Use the passage to answer all parts of the question that follows. Identify and explain ONE way in which the Indian Ocean trade described in the passage was a continuity of the Indian Ocean trade that occurred during the period 600 to 1450 C.E. Identify and explain TWO ways in which merchants such as Pires changed the Indian Ocean trade system in the period 1450 to 1750 C.E.
Part A Scoring Guide • ONE point for identifying one way in which Indian Ocean trade in the 16th century was a continuity of Indian Ocean trade in the period 600 to 1450 c.e. and explaining how it was a continuity Scoring Notes Examples of responses to part (a) that would earn credit: The continued participation in Indian Ocean trade by merchants from the Muslim Middle East, West Africa, India, and Southeast Asia The continued presence of various merchant diasporic communities in many of the key areas involved in Indian Ocean trade The fact that the types of goods traded in the Indian Ocean networks (with an emphasis on luxury goods, such as spices and expensive textiles) changed little with the arrival of the Europeans The fact that most of the trade in the Indian Ocean basin continued to be carried out by Asian merchants even after the arrival of Portuguese and other European fleets in the 16th century The fact that even though the arrival of the Europeans brought new ship designs and naval weaponry to the Indian Ocean, the basic navigational knowledge and technology — including knowledge of monsoonal wind patterns, navigational tools such as the astrolabe, and the use of lateen sails on most sailing ships — remained unchanged The fact that the use of Hindu-Arabic numerals remained central to the conduct of trade in the Indian Ocean basin both before and after the arrival of European fleets in the 16th century The student response earns one of the following points: Scoring Guide • ONE point for identifying one way in which Indian Ocean trade in the 16th century was a continuity of Indian Ocean trade in the period 600 to 1450 c.e. and explaining how it was a continuity Scoring Notes Examples of responses to part (a) that would earn credit: The continued participation in Indian Ocean trade by merchants from the Muslim Middle East, West Africa, India, and Southeast Asia The continued presence of various merchant diasporic communities in many of the key areas involved in Indian Ocean trade The fact that the types of goods traded in the Indian Ocean networks (with an emphasis on luxury goods, such as spices and expensive textiles) changed little with the arrival of the Europeans The fact that most of the trade in the Indian Ocean basin continued to be carried out by Asian merchants even after the arrival of Portuguese and other European fleets in the 16th century The fact that even though the arrival of the Europeans brought new ship designs and naval weaponry to the Indian Ocean, the basic navigational knowledge and technology — including knowledge of monsoonal wind patterns, navigational tools such as the astrolabe, and the use of lateen sails on most sailing ships — remained unchanged The fact that the use of Hindu-Arabic numerals remained central to the conduct of trade in the Indian Ocean basin both before and after the arrival of European fleets in the 16th century Part B Scoring Guide ONE point for identifying one way in which European merchants such as Pires changed the Indian Ocean trade system in the period 1450 to 1750 c.e. and explaining how they changed the trade system ONE point for identifying a second way in which European merchants such as Pires changed the Indian Ocean trade system in the period 1450 to 1750 c.e. and explaining how they changed the trade system Scoring Notes Examples of responses to part (b) that would earn credit: European merchants' role in the establishment of European trading posts and empires in the region in the period 1450 to 1750 c.e. European merchants' role in the introduction of new European practices and institutions concerning the regulation and conduct of trade in the region in the period 1450 to 1750 c.e. (for example, the Portuguese cartaz system, mercantilist economic philosophy, or joint-stock trading companies such as the Dutch East India Company and the British East India Company) European merchants' role in bringing about an overall intensification of maritime trade in the period 1450 to 1750 c.e. and the concomitant decline of trade along the Eurasian land networks European merchants' role as agents of European colonial rivalries and as factors in disrupting and reorganizing patterns of Indian Ocean trade in the period 1450 to 1750 c.e. European merchants' role in provoking Asian governmental responses to European encroachment in the period 1450 to 1750 c.e., including attempts to control, limit, or channel trade with Europe (for example, by China, Japan, and the Ottoman Empire) or attempts by Asian states (for example, by the Ottoman Empire) to compete militarily or commercially with European powers in the Indian Ocean basin The student response earns two of the following points: Scoring Guide ONE point for identifying one way in which European merchants such as Pires changed the Indian Ocean trade system in the period 1450 to 1750 c.e. and explaining how they changed the trade system ONE point for identifying a second way in which European merchants such as Pires changed the Indian Ocean trade system in the period 1450 to 1750 c.e. and explaining how they changed the trade system Scoring Notes Examples of responses to part (b) that would earn credit: European merchants' role in the establishment of European trading posts and empires in the region in the period 1450 to 1750 c.e. European merchants' role in the introduction of new European practices and institutions concerning the regulation and conduct of trade in the region in the period 1450 to 1750 c.e. (for example, the Portuguese cartaz system, mercantilist economic philosophy, or joint-stock trading companies such as the Dutch East India Company and the British East India Company) European merchants' role in bringing about an overall intensification of maritime trade in the period 1450 to 1750 c.e. and the concomitant decline of trade along the Eurasian land networks European merchants' role as agents of European colonial rivalries and as factors in disrupting and reorganizing patterns of Indian Ocean trade in the period 1450 to 1750 c.e. European merchants' role in provoking Asian governmental responses to European encroachment in the period 1450 to 1750 c.e., including attempts to control, limit, or channel trade with Europe (for example, by China, Japan, and the Ottoman Empire) or attempts by Asian states (for example, by the Ottoman Empire) to compete militarily or commercially with European powers in the Indian Ocean basin
"Nomads, the historical record shows, can evade, resist, stop, sustain, exploit, destabilize, and destroy empires. They can also build enduring empires of their own, but only if they modify the essence of their being and become less nomadic. Their institutions, like their very way of life, tend to be fluid and short-lived, and they lack such classic elements of empires as state structure and surplus-generating agriculture. Indeed, to preserve their might, nearly all nomadic empires developed over time more fixed institutions of governance and production that required at least seasonal sedentarism. So too did the Comanches, although this may seem implausible at first sight.... At the dawn of the eighteenth century, the Comanche were a small tribe of hunter-gatherers living in the rugged canyonlands on the far northern frontier of the Spanish kingdom of New Mexico.... It was here, at the advancing edge of the world's largest empire, that the Comanches launched an explosive expansion. They purchased and plundered horses from New Mexico, reinvented themselves as mounted fighters, and reenvisioned their place in the world.... asa hegemonic people who grew increasingly powerful and prosperous at the expense of the surrounding societies, Indian and Euro-American alike. Gradually, a momentous shift took shape. In the Southwest, European imperialism not only stalled in the face of indigenous resistance; it was eclipsed by indigenous imperialism." Pekka Hämäläinen, historian, The Comanche Empire, 2008 "Nomads, the historical record shows, can evade, resist, stop, sustain, exploit, destabilize, and destroy empires. They can also build enduring empires of their own, but only if they modify the essence of their being and become less nomadic. Their institutions, like their very way of life, tend to be fluid and short-lived, and they lack such classic elements of empires as state structure and surplus-generating agriculture. Indeed, to preserve their might, nearly all nomadic empires developed over time more fixed institutions of governance and production that required at least seasonal sedentarism. So too did the Comanches, although this may seem implausible at first sight.... At the dawn of the eighteenth century, the Comanche were a small tribe of hunter-gatherers living in the rugged canyonlands on the far northern frontier of the Spanish kingdom of New Mexico.... It was here, at the advancing edge of the world's largest empire, that the Comanches launched an explosive expansion. They purchased and plundered horses from New Mexico, reinvented themselves as mounted fighters, and reenvisioned their place in the world.... asa hegemonic people who grew increasingly powerful and prosperous at the expense of the surrounding societies, Indian and Euro-American alike. Gradually, a momentous shift took shape. In the Southwest, European imperialism not only stalled in the face of indigenous resistance; it was eclipsed by indigenous imperialism." Pekka Hämäläinen, historian, The Comanche Empire, 2008
Part A, B, C Question-Specific Scoring Guide • ONE point for identifying one way in which the author challenges commonly held assumptions about the Americas in the age of European colonialism • ONE point for explaining one example of a society other than the Comanche that made the type of transition described by the author in the first paragraph • ONE point for explaining one example of a nomadic empire other than the Comanche that successfully confronted an established state or states in world history Scoring Notes Examples of responses to part (a) that would earn credit: • By analyzing how the Comanche expanded their power across the American Southwest, the author challenges the notion that Native Americans adhered strictly to their traditional ways of life without adapting to the changing circumstances introduced by European powers in the Americas. • The author challenges the idea that the Europeans were the only empire builders in the Americas by illustrating how the Comanche extended their power and influence into Spanish territory. • The author challenges the assumption that European power was unstoppable. The Comanche provided more than effective resistance as mounted fighters and threatened Euro-American holdings. Examples of responses to part (b) that would earn credit: • The nomadic Arabs converted to Islam in the seventh century c.e., and conquered much of the Eastern Roman (Byzantine) and Persian empires. The Arabs settled in urban areas, created new garrison cities, and adopted the institutions and methods of government of the Romans and Persians. • Nomadic Turkic peoples, including the Ghaznavids, the Seljuqs, and the Ottomans, established empires that ruled over parts of southeastern Europe, the Middle East, Central Asia, and the Indian subcontinent and adopted and spread Persian methods of government to strengthen their rule. • The Mongols built a vast empire across Afro-Eurasia and adopted and adapted existing state structures in the process. • Various nomadic groups, including the Khitan, the Jurchen, and the Manchu, conquered all or parts of China and adopted or adapted Chinese systems of government to facilitate their rule. Examples of responses to part (c) that would earn credit: • The Arabs confronted the Persian and Byzantine empires and established a caliphate over the conquered territories. • Various nomadic Turkic peoples confronted established states such as the Abbasid Caliphate, the Byzantine Empire, and Indian principalities to establish their empires. • The Mongols conquered the Song dynasty in China, Muslim states in Central Asia and the Middle East, and Rus' principalities in eastern Europe in establishing their empire. • Various nomadic groups, including the Khitans, the Jurchens, and the Manchus, confronted the Song and Ming dynasties to establish their rule over all or parts of China. Score 3 Response accomplishes all three tasks set by the question. Question-Specific Scoring Guide • ONE point for identifying one way in which the author challenges commonly held assumptions about the Americas in the age of European colonialism • ONE point for explaining one example of a society other than the Comanche that made the type of transition described by the author in the first paragraph • ONE point for explaining one example of a nomadic empire other than the Comanche that successfully confronted an established state or states in world history Scoring Notes Examples of responses to part (a) that would earn credit: • By analyzing how the Comanche expanded their power across the American Southwest, the author challenges the notion that Native Americans adhered strictly to their traditional ways of life without adapting to the changing circumstances introduced by European powers in the Americas. • The author challenges the idea that the Europeans were the only empire builders in the Americas by illustrating how the Comanche extended their power and influence into Spanish territory. • The author challenges the assumption that European power was unstoppable. The Comanche provided more than effective resistance as mounted fighters and threatened Euro-American holdings. Examples of responses to part (b) that would earn credit: • The nomadic Arabs converted to Islam in the seventh century c.e., and conquered much of the Eastern Roman (Byzantine) and Persian empires. The Arabs settled in urban areas, created new garrison cities, and adopted the institutions and methods of government of the Romans and Persians. • Nomadic Turkic peoples, including the Ghaznavids, the Seljuqs, and the Ottomans, established empires that ruled over parts of southeastern Europe, the Middle East, Central Asia, and the Indian subcontinent and adopted and spread Persian methods of government to strengthen their rule. • The Mongols built a vast empire across Afro-Eurasia and adopted and adapted existing state structures in the process. • Various nomadic groups, including the Khitan, the Jurchen, and the Manchu, conquered all or parts of China and adopted or adapted Chinese systems of government to facilitate their rule. Examples of responses to part (c) that would earn credit: • The Arabs confronted the Persian and Byzantine empires and established a caliphate over the conquered territories. • Various nomadic Turkic peoples confronted established states such as the Abbasid Caliphate, the Byzantine Empire, and Indian principalities to establish their empires. • The Mongols conquered the Song dynasty in China, Muslim states in Central Asia and the Middle East, and Rus' principalities in eastern Europe in establishing their empire. • Various nomadic groups, including the Khitans, the Jurchens, and the Manchus, confronted the Song and Ming dynasties to establish their rule over all or parts of China.
Answer all parts of the question that follows. Identify ONE way in which the spread of Buddhism in the period before 1450 C.E. illustrates a continuity in patterns of cultural diffusion. Explain ONE way in which the spread of Buddhism changed other Asian religious traditions in the period before 1450 C.E. Explain ONE way in which Buddhism changed as it spread across Asia.
Question-Specific Scoring Guide • ONE point for identifying one way in which the spread of Buddhism in the period before 1450 c.e., illustrates a continuity in patterns of cultural diffusion • ONE point for explaining one way in which the spread of Buddhism changed other Asian religious traditions in the period before 1450 c.e. • ONE point for explaining one way in which Buddhism changed as it spread across Asia Scoring Notes Examples of responses to part (a) that would earn credit: • As with Christianity, Islam, and Manichaeism, missionaries played a vital role in spreading Buddhism in Afro-Eurasia in the period before 1450 c.e. • Merchants and commercial activity played a vital role in spreading Buddhism in Afro-Eurasia in the period before 1450 c.e., as they did in spreading other cultural traditions such as Christianity and Islam. • Patronage from rulers like the Mauryan emperor Ashoka encouraged the spread of Buddhist ideas and institutions in Afro-Eurasia in the period before 1450 c.e., which is consistent with the spread of other cultural traditions such as Christianity, Islam, and Confucianism. • The ability of Buddhism to adapt to cultural environments outside of South Asia by adopting the ideas of other cultural traditions such as Daoism and Shinto played a vital role in spreading Buddhism in Afro-Eurasia in the period before 1450 c.e. The ability to adapt to new cultural environments and adopt the ideas of other cultural traditions was also important in the spread of other cultural traditions such as Christianity, Islam, and Manichaeism. Examples of responses to part (b) that would earn credit: • In response to the spread of Buddhism in China, Daoists adopted monastic institutions and Buddhist doctrines, such as the doctrine of emptiness. • Confucianism in China changed partly in response to Buddhism, as is evident in the emergence of Neoconfucianism, which adopted many Buddhist ideas. • Buddhist ideas of spiritual liberation, ascetic practices, and moral behavior influenced Hindu thought and practice, as is evidenced in the Hindu texts Ramayana and the Mahabharata and the emergence of Yogic schools. • The spread of Buddhism in Japan influenced Shinto ideas about traditional divine spirits (kami), who became variously envisioned as supernatural beings trapped in the cycle of rebirth, bodhisattvas, or direct embodiments of the Buddha. • The spread of Buddhist ideas and institutions in Afro-Eurasia influenced the development of the syncretic religion of Manichaeism, which spread to China, Central Asia, the Middle East, North Africa, and Europe. Examples of responses to part (c) that would earn credit: • As Buddhism spread across Afro-Eurasia, numerous new schools developed, including Chan (China) and Zen (Japan) and the Tantric Vajrayana school that became popular in Himalayan regions and Mongolia. • As Buddhism spread into different regions, it often adopted the ideas of other religions. In China, for example, Buddhists equated the concept of the Dao with the Buddha nature and adopted Daoist ideas about the relationship between humans and the natural world. • The spread of Buddhism into areas settled by Greek colonists in the northern Indian subcontinent and parts of Central Asia between circa 200 b.c.e., and 200 c.e., led to Greek influences on Buddhist art and philosophy. Score 3 Response accomplishes all three tasks set by the question. Question-Specific Scoring Guide • ONE point for identifying one way in which the spread of Buddhism in the period before 1450 c.e., illustrates a continuity in patterns of cultural diffusion • ONE point for explaining one way in which the spread of Buddhism changed other Asian religious traditions in the period before 1450 c.e. • ONE point for explaining one way in which Buddhism changed as it spread across Asia Scoring Notes Examples of responses to part (a) that would earn credit: • As with Christianity, Islam, and Manichaeism, missionaries played a vital role in spreading Buddhism in Afro-Eurasia in the period before 1450 c.e. • Merchants and commercial activity played a vital role in spreading Buddhism in Afro-Eurasia in the period before 1450 c.e., as they did in spreading other cultural traditions such as Christianity and Islam. • Patronage from rulers like the Mauryan emperor Ashoka encouraged the spread of Buddhist ideas and institutions in Afro-Eurasia in the period before 1450 c.e., which is consistent with the spread of other cultural traditions such as Christianity, Islam, and Confucianism. • The ability of Buddhism to adapt to cultural environments outside of South Asia by adopting the ideas of other cultural traditions such as Daoism and Shinto played a vital role in spreading Buddhism in Afro-Eurasia in the period before 1450 c.e. The ability to adapt to new cultural environments and adopt the ideas of other cultural traditions was also important in the spread of other cultural traditions such as Christianity, Islam, and Manichaeism. Examples of responses to part (b) that would earn credit: • In response to the spread of Buddhism in China, Daoists adopted monastic institutions and Buddhist doctrines, such as the doctrine of emptiness. • Confucianism in China changed partly in response to Buddhism, as is evident in the emergence of Neoconfucianism, which adopted many Buddhist ideas. • Buddhist ideas of spiritual liberation, ascetic practices, and moral behavior influenced Hindu thought and practice, as is evidenced in the Hindu texts Ramayana and the Mahabharata and the emergence of Yogic schools. • The spread of Buddhism in Japan influenced Shinto ideas about traditional divine spirits (kami), who became variously envisioned as supernatural beings trapped in the cycle of rebirth, bodhisattvas, or direct embodiments of the Buddha. • The spread of Buddhist ideas and institutions in Afro-Eurasia influenced the development of the syncretic religion of Manichaeism, which spread to China, Central Asia, the Middle East, North Africa, and Europe. Examples of responses to part (c) that would earn credit: • As Buddhism spread across Afro-Eurasia, numerous new schools developed, including Chan (China) and Zen (Japan) and the Tantric Vajrayana school that became popular in Himalayan regions and Mongolia. • As Buddhism spread into different regions, it often adopted the ideas of other religions. In China, for example, Buddhists equated the concept of the Dao with the Buddha nature and adopted Daoist ideas about the relationship between humans and the natural world. • The spread of Buddhism into areas settled by Greek colonists in the northern Indian subcontinent and parts of Central Asia between circa 200 b.c.e., and 200 c.e., led to Greek influences on Buddhist art and philosophy.
"Inner [and Central] Asia have long been seen as a zone of contact and transmission, a lengthy conveyor belt on which commercial and cultural wares traveled between the major civilizations of Eurasia. The nomads had an essential but largely unacknowledged role in this cultural traffic. While nomadic empires had as their primary objective the control and exploitation of sedentary subjects, their secondary effect was the creation of numerous opportunities for cross-cultural contact, comparison, and exchange. Indeed, although nomads are normally included in the analysis of the political context of trans-Eurasian exchange, they are typically left out of the cultural equation. Here the great sedentary civilizations are placed at center stage, particularly when scientific and cultural transfers are under consideration. But, as we have seen, pastoral nomads were the chief initiators, promoters, and agents of this exchange between East and West [in the thirteenth and fourteenth centuries]." Thomas Allsen, historian, Culture and Conquest, 2001 Use the passage to answer all parts of the question that follows. a) Identify ONE specific historical example of a cultural exchange between nomads and non-nomads that occurred in the period before 1450. b) For the period 1450-1750 c.e., identify ONE development that changed the role that Central Asian nomads played in cross-regional exchanges as described in the passage. c) Explain ONE cross-cultural exchange that would challenge the assertion in the last sentence of the passage concerning the nomads' role in cross-regional exchanges before 1450.
Task A: Identify ONE specific historical example of a cultural exchange between nomads and non-nomads that occurred in the period before 1450. · Cultural exchanges between nomads and non-nomads included the spread of stirrups and gunpowder. · Contact with nomadic peoples led the Song dynasty of China to use war horses from Central Asia. · The spread of religions such as Buddhism, Islam, Christianity, or Zoroastrianism across Central Asia in the period before 1450 was facilitated by contact between nomadic and non-nomadic societies along the Silk Roads. Task B: For the period 1450-1750 C.E., identify ONE development that changed the role that Central Asian nomads played in cross-regional exchanges as described in the passage. · The decline of the importance of the Silk Roads changed the role of Central Asian nomads. · The expansion of gunpowder empires, such as Russia and the Qing dynasty led to the declining importance of Central Asian nomads in facilitating cross-regional exchange. · European settlement of the Americas led to the declining importance of Central Asian nomads in cross-regional exchanges because trans-Atlantic contact became more important to global economic and cultural exchange. Task C: Explain ONE cross-cultural exchange that would challenge the assertion in the last sentence of the passage concerning the nomads' role in cross-regional exchanges before 1450. · Christianity was mostly spread by merchants and missionaries who came from sedentary societies. · The spread of technologies like the compass or papermaking would challenge Allsen's claim that nomads were the chief promoters and agents of cultural exchange in Eurasia before 1450 because papermaking spread from China. · Greek culture, philosophy, and science greatly influenced the development of Roman society, which challenges Allsen's argument that nomads were the chief agents of cultural exchange in the period before 1450.
