“Writing well means never having to say, 'I guess you had to be there.' .”

1. “Writing well means never having to say, 'I guess you had to be there.' .” Jef Mallet

2. THE COMPARATIVE ESSAY • The comparative essay requires students to compare and contrast how at least two (perhaps more) civilizations or nations have undergone or responded to a historical event or experience • Students must give equal weight to both (or all) civilizations or nations specified in the question • Students must also balance similarities and differences, although one may be considered more important than the other • The central task for this essay is comparison

3. GENERAL TIPS FOR WRITING THE COMPARATIVE ESSAY • Students should take 40 minutes to complete the comparative essay • Students should spend 5 of the 40 minutes reading the question, reflecting on the question, and organizing thoughts concerning the essay • The comparative essay requires that students compare and contrast how at least two civilizations or nations have undergone or responded to a historical event or experience • The essay’s focus is on comparison

4. Because the central task of the comparative essay is comparison rather than a theme, it may appear difficult to create a thesis statement. The question may not lend itself to a clear-cut theme or argument but by emphasizing how likenesses outweigh differences or vice versa or by arguing that similarities and differences are equally balanced, a solid thesis statement can be created.

5. Let’s Practice!

6. FROM THE 2002 WORLD HISTORY AP EXAMINATION (COURTESY OF COLLEGE ENTRANCE EXAMINATION BOARD): Analyze and compare the differing responses of China and Japan to western penetration in the nineteenth century.

7. THOUGHTS TO CONSIDER BEFORE WRITING • How did the Chinese respond to western penetration in the nineteenth century ? • Were all Chinese responses similar or were there differing responses within China to this penetration? • How did the Japanese respond to western penetration in Japan? • How did western penetration differ in China and Japan? • What important dates in the nineteenth century regarding western penetration in China and Japan must be remembered?

8. Definition: Compare To examine the character or qualities of especially in order to discover resemblances or differences ~Merriam-Webster dictionary Definition: Contrast To set off in contrast: compare or appraise in respect to differences ~Merriam-Webster dictionary

9. SO, WAIT A MINUTE • It’s not just what is the same but what is different

10. REMEMBER TO READ THE DIRECTIONS CAREFULLY • Analyze and Compare • Differing Responses of China and Japan • To Western Penetration • In the Nineteenth Century

11. FACTS ABOUT CHINESE RESPONSES TO WESTERN PENETRATION IN THE NINETEENTH CENTURY • As late as the 1810s, China had the upper hand in their relationship with the West • China was too strong to conquer, and it enjoyed an enormous advantage in its balance of trade • Europeans could trade with China only in a small number of designated ports and cities (including Kiakhta in the north and Canton on the southern coast) • The Chinese accepted only a tiny selection of Western goods in trade • In return, they sold the nations of the West silk and porcelain (not quite the answer yet)

12. The most profitable commodity was tea, which the Chinese sold in immense quantities to the outside world, especially Russia and Britain • In exchange, the West paid China vast amounts of silver bullion • For years, Westerners complained about these conditions and requested the Chinese to let them sell more goods in China • The Qing emperors viewed all outsiders as barbarians but over time, Westerners made scientific and technological advances that led to stronger navies, better weapons, and more effective armies • By the early 1800s, the British began flooding China with opium in order to correct this trade imbalance

13. Opium became the drug of choice among Chinese of all classes • The British made fantastic profits and the balance of trade swung in their favor • The Chinese government (the Qing Dynasty) was outraged as silver flowed out and opium addiction increased • The Qing government arrested dealers, seized opium supplies, and intercepted boats carrying the drug (The time period of the question) • When the Chinese navy blockaded Canton, the first Opium War began (1839-1842) • The British easily won and forced the Chinese to sign the humiliating Treaty of Nanking (Nanjing)

14. The Chinese were forced to sign the first of several “unequal treaties” and had to open more ports to foreign trade, lower tariffs on British goods, and grant extraterritorial rights to areas in China were the British lived and worked (British, not Chinese, laws prevailed in these areas) • In addition, China surrendered Hong Kong to Britain • A second Opium War led to new treaties and legalized the opium trade, opened more ports to foreign trade, and allowed Europeans to set up economic concessions on Chinese territory • The Taiping Rebellion (1850-1864) was one response to the declining Qing Dynasty in the face of western penetration

15. The Taiping Rebellion was the costliest and most devastating civil war in world history • Hong Xiuquan, the founder of the rebellion, became convinced that he was Jesus Christ’s younger brother and decided to establish a “heavenly kingdom of supreme peace” – the meaning of the word taiping – in China • The rebellion waned when competent generals and a foreign force helped to weaken it • In 1878, the dowager empress Cixi essentially “ruled” China until her death in 1908 but she adamantly opposed modernization • Cixi opposed all reform, which she regarded as pro-Western treason

16. Facts About Japanese Responses to Western Penetration In The Nineteenth Century • Under the Tokugawa shoguns, the real political power belonged to the shogun, who ran the country in the emperor’s name • Tokugawa Japan isolated itself from the rest of the world • By the 1720s, the only country Japan had formal relations with was Korea and some foreign trade was allowed at the port of Nagasaki (Not the time period of the question) • But in 1853, American gunships appeared off the coast of Japan • Their commander, Commodore Matthew Perry, requested Japan to open its economy to foreign trade (The time period for the question)

17. Although the words were friendly, the threat of naval bombardment lay behind them • After some debate, the shogun agreed to end his country’s decades-long isolation • For a time, it appeared that Japan might fall victim to the same kind of Western economic pressure that was crippling China • But certain samurai leaders staged a military uprising against the last shogun and in January 1868, overthrew the shogunate and restored political power to the emperor • Meiji, the emperor who had ascended to the throne in 1867, became the first emperor in nearly a thousand years to enjoy full imperial powers

18. The Meiji Restoration of 1868 began Japan’s modern age • The members of the new government realized that, in order to avoid western domination, Japan would have to adopt Western learning, economics, and military methods • In addition, the emperor himself was personally inclined toward Westernization • What followed was a revolution from above • In 1871, Meiji abolished feudalism • Former samurai were forbidden to wear swords, their traditional symbols of authority, in public • The rigid social hierarchy of the Tokugawa regime ended • Modern laws were drawn up

19. The Constitution of 1890 created an elected parliament, the Diet • But the emperor had a great deal of power over the Diet • Agricultural productivity increased • But the major economic change involved industrialization • New railroads, steamships, ports, and canals were constructed every year • Huge corporations called zaibatsu, sponsored largely by the state, came to dominate the economic landscape • Politically, access to positions in government were increasingly dependent on merit, competence, and civil service examinations

20. Meiji reforms and Japanese industrialization increased the size and power of the merchant and middle classes, much as industrialization did in the West • The feudal prejudice against trade and artisanship faded away • The farming population decreased, while the industrial working class grew • Taxes increased considerably for both, and the lower classes were barred from full political participation by the Constitution of 1890 due to property qualifications for voting and other restrictions • The new tax system funded a national educational system

21. Meiji Japan became increasingly militaristic • Nationalist sentiment ran high • As a resource-poor island, Japan also needed raw materials to continue industrial growth • Japanese expansion began in the 1870s • Japan forced Korean ports to open to trade, much as the West had done to China and Japan itself • Japan modernized its navy and drafted a well-drilled and well-equipped army • The Sino-Japanese War (1894-1895) resulted in Japan’s occupation of Taiwan and Korea • During the Meiji Restoration, Japan modernized, industrialized, and increased the power and strength of its military forces

22. BEFORE WRITING, LET’S REVIEW THE SCORING GUIDE • Basic Core (For a possible total of 7 points) -Acceptable thesis (1 point) -Deals with all parts of the question (2 points) -Backs up thesis with appropriate historical evidence (2 points) -Provides one or two relevant, direct comparisons between or among societies (1 point) -Analyzes one or more reasons for a difference or similarity discussed in a direct comparison (1 point)

23. THE EXPANDED CORE FOR THE COMPARATIVE ESSAY • The basic core of 7 must be earned before a student can earn a maximum of 2 additional points -Opens with an analytical, clear, comprehensive thesis -Deals with all relevant parts of the question: comparisons, chronology, causation, connections, themes, interactions, content -Gives ample historical evidence to back up thesis -Links comparisons to larger global context -Draws several direct comparisons -Regularly examines the reasons for and the results of key similarities and differences

24. KEY INGREDIENTS • Thesis • Addresses all relevant parts of the question • Historical evidence to support thesis • Provides direct comparisons between or among societies • Analyzes reasons for differences or similarities discussed in comparisons • And for expanded core points: Analytical, Comprehensive, Ample Evidence, Creative - links comparisons to larger global context, draws several direct comparisons, and regularly examines the reasons for and the results of key similarities and differences

25. SO, WHAT ARE THE SIMILARITIES AND DIFFERENCES IN CHINESE AND JAPANESE RESPONSES TO WESTERN PENETRATION IN THE NINETEENTH CENTURY?

26. HOW THE FACTS WILL DETERMINE THE THESIS • Facts will provide the evidence needed to create a thesis statement • So, ultimately, reflect on the Chinese and Japanese responses to western penetration and look for similarities and differences • If there are more differences that similarities, emphasize the differences • The thesis statement or argument that works is the thesis statement or argument that can be proven

27. SAMPLE THESIS PARAGRAPH Western penetration in the nineteenth century affected the political, economic, and social realities of non-European lands but these actions also affected the ways in which non-Europeans responded to western penetration. While China was never completely conquered by the Europeans, parts of China were largely controlled by Europeans. During the nineteenth century, the Chinese responded to the Opium Wars and western intrusion through a combination of challenging the West, embracing traditional ways , challenging the Qing Dynasty, or seeking moderate reforms. Japan, though never conquered, responded to the intrusion of West quite differently. Rather than looking to the past, the Japanese sought to emulate the West. During the Meiji Restoration, Japan modernized. Japan sought to avoid China’s fate by adopting aspects of Western culture.

28. WHAT TO NOTICE • Are there significant differences or important similarities? • In this essay, the Chinese and Japanese responses are quite different but that does not mean that similarities are completely absent • In addition, Chinese and Japanese responses were sometimes the very responses of other groups in the nineteenth century • Which groups responded similarly? • Finally, is there merit in copying the dominant power or should the dominant power be rejected by embracing that which is culturally unique? • These thoughts can help clarify the thesis

29. NOW, LOOK FOR COMPARISONS TO THE LARGER GLOBAL CONTEXT • Consider looking for general trends or global issues that move beyond the specific comparison • Of course, answer the question fully but then use the facts to shed light on comparable global trends or patterns

30. FACTS MATTER • Of course, to write a comparative essay, facts are critical • Unlike the DBQ, the only information the student has to answer the question is the information the student has remembered • And the best way to remember information is to practice and interact with it regularly

31. “In theory there is no difference between theory and practice. In practice there is.” Yogi Berra