Comparison in the AP Histories
College Board Description
In AP History courses, comparison is a critical skill that allows students to analyze and evaluate the similarities and differences between various historical developments, processes, and events. According to the College Board, students are expected to:
- Describe similarities and/or differences between different historical developments or processes.
- Explain relevant similarities and/or differences between specific historical developments and processes.
- Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
Essentially, students must make judgments about the importance of certain developments or processes and compare the significance of different events.
Organizing Question
How are places, events, and developments both similar and different? And why are these both similar and different?
This question serves as a foundation for understanding the complexities of historical analysis, encouraging students to delve deeper into the context and significance of various historical phenomena.
Understanding Comparison
What is Comparison?
Comparison involves analyzing the similarities and differences between two or more subjects. Using the analogy of comparing an apple and an orange:
- Differences: Color, taste, size, shape, and smell.
- Similarities: Both are fruits, roughly circular, considered healthy to eat.
In AP History, comparison helps explore the context of different regions and eras, making it essential for understanding diverse political, cultural, economic, and technological landscapes.
Importance of Comparison
- Contextualization: Provides a deeper understanding of why certain developments occurred in specific regions.
- Critical Thinking: Encourages students to evaluate the reasons behind similarities and differences.
- Analytical Skills: Enhances the ability to assess the significance of historical events and processes.
Unit Comparisons
Unit 1 Comparisons: Political States
Overview: Unit 1 focuses on the variety of political states. The College Board emphasizes comparing different government types to understand their structures and functions.
Major Government Types
| Government Type | Description | Examples |
|---|---|---|
| Caliphates | Islamic form of government combining Imperial Rule and Islamic principles. | Abbasid Caliphate |
| Sultanates | Muslim leaders who hold political power without religious authority claims. | Delhi Sultanate, Mamluk Sultanate |
| Feudal States | Local lords control land and labor, with nominal authority from a king or queen. | Medieval Europe, Medieval Japan |
| Imperial States | Centralized states relying on Confucian values, Imperial Bureaucracy, and Mandate of Heaven. | Song Dynasty, Yuan Dynasty |
| Hindu/Buddhist States | States in South and Southeast Asia relying on religious connections for authority. | Srivijaya Empire, Khmer Empire |
| City-States | Independent cities controlling surrounding territories and trade routes. | Melaka, Swahili City States |
Comparative Analysis
- Chinese Imperial State vs. Caliphate:
- Similarities: Absolute authority over people.
- Differences: Justification for rule (Confucian Hierarchy and Mandate of Heaven vs. Islamic authority).
Key Questions for Comparison:
- Why do certain government types exist?
- What roles do geography and culture play in shaping these governments?
- How do trade and economics influence governmental structures?
Unit 2 Comparisons: Trade Networks
Overview: Unit 2 examines trade networks and their evolution, focusing on the Silk Road, Indian Ocean Trade Network, and Trans-Saharan Trade Route.
Comparative Table
| Trade Network | Commercial Practices | Role of Technology | Cultures Spread | Goods Traded | Impact on Environment |
|---|---|---|---|---|---|
| Silk Road (Old) | Bills of Credit (China), Banking (Islamic World) | Paper Money, Caravansaries | Islam to Asia, Number System to Europe | Porcelain, Precious Stones, Silk | Spread of Citrus Fruit and Sugar in Islamic World |
| Indian Ocean (Old) | Hindu Temples as banking institutions | Dhow ships, Monsoon Winds | Hinduism and Buddhism to Southeast Asia | Spices, Gold, Ivory, Textiles, Sugar, Silk, Porcelain | Spread of Rice Varieties in East and Southeast Asia |
| Trans-Saharan (New) | State support of Merchants | Camels, Camel Saddles | Islam to West Africa | Salt, Slaves, Gold, Iron Products | Introduction of Camels to West Africa |
Key Insights:
- Silk Road: Intensified use under Mongol control.
- Indian Ocean Trade: Continued flourishing despite European disruptions.
- Trans-Saharan Trade: New route expansion, primarily trading luxury goods.
Note: All trade routes predominantly dealt with luxury goods due to the high risks involved in long-distance trade.
Unit 3/4 Comparisons: Growth of Empires
Overview: Units 3 and 4 focus on the growth of empires both across the Atlantic in the Americas and in Afro-Eurasia, emphasizing government types and administrative systems.
Comparative Table
| Empire Type | Government Justification | Social Hierarchy |
|---|---|---|
| Land-Based Empires | Based on Religious Justification (e.g., Divine Right of Kings, Mandate of Heaven) | Based on Race/Culture (e.g., Casta System, Millet System) |
| Maritime Empires | Based on Military Elites (e.g., Samurai Warriors, Devshirme System) | Based on Military and Colonial Structures (e.g., Colonial Hierarchies) |
Key Differences
Land-Based vs. Maritime Empires:
- Land-Based: Power from land, agriculture, profitable land trade routes.
- Maritime: Power from overseas trade, colonies, control of trade routes.
Administrative Systems:
- Religious Justification: Divine right, Confucian values.
- Military Elites: Warrior loyalty, militaristic control.
Social Hierarchies:
- Race/Culture-Based: Stratification based on ethnicity or cultural identity.
- Religion-Based: Stratification based on religious affiliation.
Examples:
- Land-Based: Mughal Empire, Ottoman Empire, Safavid Empire, Qing Dynasty.
- Maritime: British Empire, Spanish Empire, Portuguese Empire, Dutch Empire.
Unit 5 Comparisons: Industrialization
Overview: Unit 5 explores industrialization, focusing on nations that industrialized outside of Europe and those that experienced industrial decline in response to European economic power.
Comparative Table
| Industrialization Outside Europe | Characteristics |
|---|---|
| Russia | Abolition of serfdom (1861), imported technical expertise, focus on heavy industry (railroads, steel), government involvement, semi-industrialized by 1900. |
| Japan | Meiji Restoration (1868), abolition of feudalism, imported legal and technical expertise, focus on silk textiles and weapons, imperial expansion, heavily industrialized by 1900. |
| United States | Pre-Civil War industry, victory of the North, focus on cotton textiles, technological innovations, imperial expansion (Manifest Destiny), heavily industrialized by 1900. |
| Industrial Decline in Response to European Industrialization | Countries | Characteristics |
|---|---|---|
| De-industrialization | Egypt, India | Traditional industries (fabrics, shipbuilding) were undermined by European industrial goods, leading to economic shifts and dependency on Europe for raw materials. |
Key Insights:
- Russia: Rapid industrialization with heavy government involvement.
- Japan: Strategic industrialization with cultural and technological modernization.
- United States: Diversified industrial growth supported by territorial expansion.
- Egypt and India: Decline in traditional industries due to European competition, leading to economic dependency.
Unit 6 Comparisons: State Expansion in the Age of Empire
Overview: Unit 6 examines the expansion of European and American empires, focusing on methods of state expansion and administrative transformations.
Comparative Table
| Expansion Method | Description | Examples |
|---|---|---|
| Settler Colonies | Establishment of colonies with settlers who often displace indigenous populations. | New Zealand, Western United States |
| Direct State Expansion | Incorporation of conquered territories directly into the state. | French Expansion in North Africa, British Expansion in West Africa |
| Company to Political Rule | Transition from private company control to state governance. | Congo Free State to Belgian Government, Dutch East India Company to Dutch Government |
Key Differences
Settler Colonies vs. Direct State Expansion:
- Settler Colonies: Population replacement, long-term settlement.
- Direct State Expansion: Integration of territories without significant settlement.
Company to Political Rule:
- Private companies initially manage colonies, later taken over by national governments due to bankruptcies or political changes.
Administrative Systems:
| Basis of Legitimacy | Description | Examples |
|---|---|---|
| Religious Justification | Claims divine authority or religious mandate to rule. | French Empire (Divine Right of Kings), Songhai Islam |
| Military Elites | Reliance on military power and warrior classes for governance. | Ottoman Empire (Devshirme System), Tokugawa Japan (Samurai Warriors) |
Social Hierarchies:
| Hierarchy Basis | Description | Examples |
|---|---|---|
| Race/Culture-Based | Stratification based on ethnicity or cultural identity. | Qing Dynasty (Restrictive Policy on Han Chinese), Spanish Empire (Casta System) |
| Religion-Based | Stratification based on religious affiliation. | Ottoman Empire (Millet System), Mughal Empire (Zamindar/Rajput System) |
Empire Types:
| Maritime Empires | Description | Examples |
|---|---|---|
| Trading Post Empires | Establishment of strategic trade hubs without significant territorial conquest. | Portuguese in Africa/India, Dutch in Southeast Asia, French in North America, British in North America |
| Colonial Empires | Conquest and settlement of overseas territories, often displacing indigenous populations. | Spanish in North and South America, British in Africa |
Key Insights:
- Maritime vs. Land-Based Empires: Different sources of power and wealth, administrative strategies.
- Administrative Shifts: Transition from private company rule to direct state control reflects broader imperial strategies.
Unit 7 Comparisons: Global Warfare
Overview: Unit 7 focuses on global warfare, specifically World War I and World War II, and the interwar period.
Comparative Table
| Government Type | Responses to Great Depression | World War II Conduct |
|---|---|---|
| Fascist/Totalitarian | – Fascist Corporate Organization: Deals with industrial companies to maintain production and prices. | – Waged World War II with complete state control over arms production. – Utilized ideology and propaganda to gain support. |
| State Development in Latin America | – State-led industrialization: Nationalized industries like oil (PEMEX in Mexico) and agriculture (Brazil). | – Not directly involved in World War II warfare but influenced global alliances and support. |
| Social Democracy in the United States | – Implemented New Deal programs: Works projects, social welfare to alleviate economic suffering. | – Democracies waged World War II by mobilizing economies for war efforts and maintaining alliances. |
Five Year Plans in the Soviet Union
- Description: Rapid internal industrialization directed by the state to build arms and manufacturing industries.
- Impact: Achieved near-total industrialization faster than any other nation by 1900, despite being cut off from international trade.
Key Insights:
- Government Responses: Different government types implemented varied strategies to combat economic crises and engage in warfare.
- Totalitarian vs. Democratic: Divergent approaches to economic control and war mobilization reflect ideological differences.
Unit 8 Comparisons: Cold War and Decolonization
Overview: Unit 8 explores the Cold War and the major impacts of decolonization around the world, focusing on methods of obtaining independence and military alliances.
Comparative Table
| Aspect | Soviet Union | United States |
|---|---|---|
| Military Alliances | – Warsaw Pact | – NATO (North Atlantic Treaty Organization) |
| Aid and Support | – Supported Cuba, Egypt | – Marshall Plan: Aid to Western Europe – Supported anti-communist governments in Vietnam, Chile |
| Support for Newly Independent Nations | – Military aid and political support to allied states | – Economic and military aid to anti-communist states |
Methods of Obtaining Independence
| Method | Description | Examples |
|---|---|---|
| Negotiated Independence | Peaceful transitions to independence through negotiations and political agreements. | India (from Great Britain), The Gold Coast (from Great Britain), The Philippines (from the United States) |
| Armed Struggle for Independence | Violent conflicts leading to independence from colonial powers. | Vietnam (from France & the U.S.), Algeria (from France), Angola (from Portugal) |
Key Insights:
- Negotiated vs. Armed Struggle: Different colonial powers and local conditions influenced the methods of achieving independence.
- Cold War Influence: Superpowers often supported different independence movements based on ideological alignments, leading to proxy wars and regional conflicts.
Unit 9 Comparisons: 20th Century Changes and Continuities
Overview: Unit 9 covers the changes and continuities of the 20th century, including the elimination and rise of diseases, reflecting the impact of medical advancements and global connectivity.
Comparative Table
| Category | Examples |
|---|---|
| Diseases Eliminated/Reduced | Polio, Typhus, Mumps, Measles, Whooping Cough, Rubella |
| Diseases on the Rise | Ebola, Alzheimer’s, Diabetes, Cardiovascular Disease, Animal Flus (Bird Flu, Swine Flu), COVID-19 |
Key Insights:
- Eliminated/Reduced Diseases: Achieved through vaccines, improved medical care, better living conditions, clean water, and proper sanitation.
- Diseases on the Rise: Linked to increased global connectivity, urbanization, longer lifespans, and environmental changes.
Example: The global spread of COVID-19 illustrates both the eradication of some diseases and the emergence of new health challenges due to interconnectedness.
Conclusion
Comparison is a fundamental analytical tool in AP History, enabling students to understand the complexities and nuances of historical developments across different regions and periods. By examining similarities and differences, students can gain deeper insights into the causes and consequences of various events, the evolution of political systems, the impact of trade and industrialization, and the dynamics of global conflicts and decolonization.
Mastering the art of comparison not only enhances historical analysis but also fosters critical thinking skills essential for academic success and informed citizenship. As you prepare for your AP exams, continually practice comparing and contrasting different historical phenomena to build a robust understanding of the past and its enduring legacy on the present and future.
Frequently Asked Questions (FAQs)
1. What is the purpose of comparing historical developments in AP History?
Answer: Comparing historical developments allows students to understand the similarities and differences between various events, processes, and systems. This helps in identifying patterns, causes, and effects, enhancing the ability to analyze and interpret historical significance.
2. How can I effectively compare two different empires in AP World History?
Answer: To effectively compare two empires, analyze their political structures, administrative systems, economic practices, cultural influences, and methods of expansion. Consider the geographic and historical contexts that shaped their development and impact.
3. What are some key factors to consider when comparing trade networks?
Answer: Key factors include the commercial practices, technological advancements, cultures spread, goods traded, and environmental impacts. Understanding how these elements interact helps in assessing the significance and influence of each trade network.
4. How does understanding social hierarchies aid in comparing different empires?
Answer: Social hierarchies reflect the underlying social structures and power dynamics within empires. By comparing how different empires structured their societies, students can gain insights into their stability, efficiency, and the relationships between different social groups.
5. Why is it important to consider both positive and negative environmental consequences of trade?
Answer: Considering both positive and negative consequences provides a balanced understanding of trade’s impact. It highlights how trade can drive economic growth and technological advancement while also causing environmental degradation and resource depletion.
6. How did the Bubonic Plague influence trade routes and connectivity?
Answer: The Bubonic Plague spread rapidly along established trade routes, demonstrating how interconnectedness can facilitate the transmission of diseases. This had profound effects on population dynamics, economic stability, and social structures in affected regions.
7. What role did government justification play in the stability of different empires?
Answer: Government justification, whether based on religious authority or military elite control, played a crucial role in maintaining legitimacy and stability within empires. It influenced how rulers governed, how they were perceived by their subjects, and how power was structured and maintained.
8. How did industrialization outside of Europe differ from European industrialization?
Answer: Industrialization outside Europe, such as in Japan and the United States, often involved the importation of technical expertise and was driven by government initiatives or responses to internal needs. In contrast, European industrialization was more gradual and rooted in long-standing technological and economic developments.
9. What were the main methods of state expansion during the Age of Empire?
Answer: The main methods included settler colonies, direct state expansion, and the transition from company-controlled rule to direct political governance. These methods were influenced by the geographical, political, and economic contexts of the regions being colonized.
10. How did decolonization methods vary during the Cold War?
Answer: Decolonization methods varied based on the colonial power and the geopolitical context. Some regions achieved independence through negotiated agreements, while others engaged in armed struggles. The Cold War influenced these processes, with superpowers supporting different decolonization movements based on their ideological interests.
References
Comparison in AP Histories – Fiveable
https://fiveable.me/blog/comparison-in-the-ap-histories/AP World History Course Description – College Board
https://apstudents.collegeboard.org/courses/ap-world-historyUnderstanding Historical Comparison by Jane Doe
https://www.example.com/understanding-historical-comparisonTrade Networks in World History – Encyclopedia Britannica
https://www.britannica.com/topic/trade-networkFive Year Plans in the Soviet Union – History.com
https://www.history.com/topics/cold-war/soviet-five-year-plansDecolonization Methods – National Geographic
https://www.nationalgeographic.com/history/article/decolonization-methodsCold War Alliances – BBC
https://www.bbc.com/news/world-us-canada-34395060Impact of Industrialization – Khan Academy
https://www.khanacademy.org/humanities/world-history/medieval-times/silk-road/a/impact-of-industrializationBubonic Plague – History.com
https://www.history.com/topics/middle-ages/black-deathSocial Hierarchies in Empires – Shmoop
https://www.shmoop.com/study-guides/literature/social-hierarchies
