WORLD HISTORYSECTION II

Part A(Suggested writing time – 40 minutes)

Percent of Section II score – 33 1/3 

Directions: The following question is based on the accompanying Documents 1-6. (The documents have been edited for the purposes of this exercise.) Write your answer on the lined pages of the Section II free-response booklet. This question is designed to test your ability to work with and understand historical documents. Write an essay that:

•Has a relevant thesis and supports that thesis with evidence from the documents.•Uses all of the documents•Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually.•Takes into account both the sources of the documents and the authors' points of view.•Identifies and explains the need for at least one additional type of document. You may refer to relevant historical information not mentioned in the documents.1. Based on the following documents, analyze the responses to the spread of

Buddhism in China. What additional kind of document (s) would you need to evaluate the extent of Buddhism’s appeal in China?

Historical Background: Buddhism, founded in India in the 6th century BCE was brought to China by the 1st century CE, gradually winning converts following the collapse of the Han dynasty in 220 CE. Buddhist influence continued to expand for several centuries. Between 220 CE and 570 CE, China experienced a period of political instability and disunity. After 570 CE, the imperial structure was restored.

Find a Partner or two….

Thesis:

1. “There were many responses to the introduction of Buddhism into China.”

2. “ Chinese reacted to Buddhism in both positive and negative ways.”

3. “Buddhism had a large impact on China.”

4.“ Although Chines peasants initially welcomed Buddhism, as it gave them shelter during politically uncertain times, as imperial security improved government authorities increasingly saw Buddhism as a threat to their political power and moved to discredit it.”

5. “ Chinese peasants responded positively toward Buddhism’s message, but aristocrats and those with a vested interest in the status quo rejected Buddhism.”

Groups:

Positive Responses 1,2,3, 5Negative Responses 4,6Responses during upheaval(pre-Tang): 1,2,3Universalist, individualistic, blending,

inclusionary responses 1,2,3,5

Evidence for each group:

You MUST support your thesis with appropriate evidence from all or all but one document. You MUST support each group (paragraph) with evidence from the documents in THAT group. What does the evidence have to do with your group or thesis?

You must USE all of the documents however.

__________________________________________________________________

NO: “Zhi Dun says in Doc #2, blah, blah, blah”

YES: “The Anonymous Chinese Scholar’s defense of Buddhism (Doc #3) reflects the growing criticism of Buddhism as political order and stability was reestablished in China. As Tang officials reasserted their power, there was more pressure placed on Buddhists to show evidence why Buddhism was compatible with more traditional Confucianism.”

Source: Zhi Dun, Chinese scholar, author, and confidant of Chinese aristocrats and high officials during the period when northern China was invaded by central Asian steppe nomads, circa 350 CE.___________________________________________________________________________________________

Whosoever in China, in this era of sensual pleasures, serves the Buddha and correctly observes theCommandments, who recites the Buddhist Scriptures, and who furthermore makes a vowto be reborn without ever abandoning his sincere intention, will at the end of his life, when his soulpasses away, be miraculously transported thither. He will behold the Buddha and be enlightened in hisspirit, and then he will enter Nirvana.*

* Nirvana: the extinction of desire and individual consciousness.

Doc#2

Unacceptable “Zhi Dun (Doc #2) is biased because he is a scholar and confidant of aristocrats and high officials.

These words are quoted directly from the document. Also, citing someone’s occupation does not, in and of itself, constitute analysis. WHY would an emperor necessarily be biased? This shows no understanding of the subtleties of the document. Both of these examples just repeat information found in the document, rather than reflecting the student’s analysis of the larger context that affects how one interprets the document.Acceptable “Zhi Dun’s argument supporting Buddhism (Doc #2) is understandable, given the politically tumultuous time in which it was written. When political leaders cannot be trusted to provide security, those without material resources are more likely to turn to spiritual teachings, especially ones that make sense of meaningless suffering.”

Source: Zong Mi, a leading Buddhist scholar, favored by the Tang imperial household, essay, “On the Nature of Man”, early 9th century CE.___________________________________________________________________________________________

Confucius, Laozi, and the Buddha were perfect sages. They established their teachings according to the demands of the age and the needs of various beings. They differ in their approaches in that they encourage the perfection of good deeds, punish wicked ones, and reward good ones; all three teachings lead to the creation of an orderly society and for this they must be observed with respect.

Doc#5

Unacceptable:

“Zong Mi, supports Buddhism because he is a Buddhist scholar (Doc #5).

Acceptable :

As a Buddhist scholar, Zong Mi would naturally defend the placeof Buddhism and so tries to persuade the Tang authorities of the equal contributions of Buddha with Confucius and Laozi as order is re established in China (Doc #5).Remember:

Do not summarize = (What happened?)

Always ANALYZE = ____(WHY is happened?)

Evidence:As time continued, outside stresses to the

Chinese decreased and an increasing conflict between Confucianism and Buddhism arose. The “Disposition of Error” (Doc 3) and the Zong Mi essay (Doc 5) illustrate attempts to allow both to co-exist. The “Disposition of Error”, written by an upper class scholar, addresses some points of conflict between the two, while Document 5 places them on the same level. These documents were written at different time periods. Both show the desire of the Chinese to incorporate Buddhist beliefs without threatening the teachings of Confucius. However, Document 3 was written again by a member of the upper class, which may suggest that the qualms expressed about the compatibility of Confucianism and Buddhism might not have applied to lower classes. Document 5 was written during the Tang- who partly drew legitimacy from these Buddhist beliefs. The persuasive purpose, then, may not actually represent what the whole of China believes, but rather what the government wants them to.