SAQ
U2L1 - Western Europe
How did (a) feudalism contrast/differ from (b) manorialism?
(a) Frankish leaders in France and the Holy Roman Empire developed a decentralized political and military system known as feudalism. Accordingly, kings and upper lords gave land to lesser lords, called vassals, who formally promised to provide knights and military service when the king or upper lord needed protection. In exchange, the lesser lord received land and the authority to make laws, collect taxes, and govern his territory.
(b) In order to manage the land they received from their king or upper lord, lesser lords developed a decentralized economic system known as manorialism. Accordingly, lords provided serfs, or landless farmers, with shelter, food, land to farm, and protection. In exchange, the serfs agreed to work the manor, pay taxes or dues, and submit to the lord’s authority.
How did the Crusades unintentionally contribute to (a) economic and (b) socio-cultural changes in Italy?
(a) Northern Italian merchants grew wealthy by transporting Crusaders and supplies to the Holy Land. Some merchants used their profits to purchase non-European luxury goods from Muslim merchants, which they later resold in Europe for large profits. This increase in trade and commerce helped create the Commercial Revolution and increased the wealth and importance of Italian city-states.
(b) The bourgeoisie, an urban middle class composed of wealthy merchants and artisans, developed in Italy as trade and commerce increased during and after the Crusades. Wealthy members of this class became patrons of artists and scholars and developed a renewed interest in Greco-Roman culture. Their support helped fuel the Italian Renaissance and increased competition among the wealthy city-states of northern Italy.
U2L2 - China
How did (a) China’s meritocracy change/differ during the (b) Song period?
(a) Chinese dynasties before the Song Dynasty recruited government officials based on merit, or skill and talent, through the civil service examination system. The exams focused heavily on Confucianism. However, the system was initially restrictive because mostly the sons of aristocrats and wealthy landowners had access to the education and Imperial University needed to compete for government positions.
(b) However, following the adoption of Champa rice from Vietnam, China’s population dramatically increased. In response, the Song Dynasty expanded its bureaucracy and civil service system. The state allowed more lower-class men to receive education and take the civil service examinations, making education an increasingly important path to social and economic mobility.
How (two examples) did China’s society change during the Song Dynasty period?
(a) During the Song period, China’s population dramatically increased due to the adoption of Champa rice from Vietnam, which allowed farmers to produce more food. In response, the Song Dynasty expanded the bureaucracy and allowed more lower-class men to receive education and complete the civil service exam. This strengthened the scholar-gentry, an educated government class that increasingly challenged the traditional aristocracy for political and social influence.
(b) Moreover, in order to better supply and support its growing population, China became more active in trade and commerce during the Song Dynasty period. As the merchant class grew wealthy through domestic and international trade, the aristocracy and scholar-gentry increasingly opposed them, criticizing merchants for making profits through trade rather than directly producing resources.