Attitude Towards Technology DBQ

Graded Assignment
Document-Based Question: Attitudes Toward Technology
Complete and submit this assignment by the due date to receive full credit.
(45 points)
To complete this Graded Assignment, retrieve the 2007 DBQ on Han and Roman Empire attitudes toward technology. Use this document with its essay instructions and the DBQ Checklist to complete this DBQ essay. Consult the rubric throughout the process.
Using the documents, analyze Han and Roman attitudes toward technology. Identify one additional type of document and explain briefly how it would help your analysis.
Essay:
The Roman and the Han were by far the most technologically advanced civilizations of their time. The time period for both of the societies depicted whether or not the people were inclined to their advancements or not. Much evidence goes to show that both the Roman and Han societies attitudes towards technology in B.C.E. were more negative and in C.E. they leaned more positive. In the documents given, it is evident that during the B.C.E. both the Roman and Han’s attitude toward their technologies were negative. Little did they know how helpful they would turn out to be and how they would revolutionize the world forever. This is first apparent from an excerpt from a Han government official. He states that they need more water conservation offices that are staffed with people who are experienced to aid the local community with the floods (doc. 1). This exemplifies that the people were dissatisfied with the lack of officials to keep the community organized and free of danger. This negative theme is also seen in a passage written by a Han government official (Han Guan) who is complaining about the iron tools and how they were made better when they were made individually by the common people rather than mass-produced by the state. He also touches on the fact that salt and iron prices have sky rocketed so the common people could not afford to season their food and make tools for themselves (doc. 2). This shows how peoples reaction to the tools were not widely accepted by them of this time. Granted they had the right to be up in arms about the desecration of the tools and different technologies made by the state. His resentment was apparent towards the mass production of tools and the state. Lastly, this continuing negative approach on technology is found in an excerpt from a Roman political leader (Cicero). He states that people are wasting their time with different crafts rather than aiding the army or working in an area that is more productive for the community (doc. 5). This bold statement made by Cicero is definitely biased because many would believe that crafts and things help release the spirit and help people to flourish. I would disagree greatly with this excerpt and say that we would be nowhere now if people didn’t associate with crafts and fiddle with technology. If we just had people to fight in the war and protect us, we would never advance. Altogether, a common negative theme in both the Han and Roman societies is prominent towards technology. In the rest of the documents, they are written in the C.E. and there is a definite change in their attitudes towards technology in both the Roman and Han. They finally came to realize the great benefit of their advancements and to appreciate what they have been able to accomplish. This change in attitude is first apparent in an excerpt from an upper class Han philosopher (Huan Tan). In this excerpt Huan explains how the pestle and mortar have been used and benefit them greatly in more ways than one (doc. 3). This excerpt greatly exemplifies how advanced their technologies were and how they continued to improve. This helped the people’s life to be easier and save time doing everyday chores. The next example of this positive reaction to technology is found in a passage of the History of the Early Han Dynasty. It explains that Tu Shih invented a water-powered blowing-engine that allowed people to benefit from little labor (doc. 4) This passage praises this advancement and shows how their lives were made simpler and easier by the invention of different tools. Another excerpt from Seneca an upper class Roman philosopher seems to have a negative view at first glance but beyond the surface, it is actually positive. Seneca states that he does not believe that wise people created the tools created for the crafts, but the crafts are beneficial (doc. 7). His argument is a skewed because for the crafts to be beneficial you need these tools to associate with these crafts and execute them successfully. Lastly, an excerpt from a Roman general (Frontinus) continues with this theme of positivism towards technology. Throughout the entire excerpt he continually praises the aqueducts of the Roman society (doc. 8).
The advanced technology of the Romans, including the aqueduct systems made the Romans the most advanced societies of them all. All in all, an overall theme in the Common Era is that of a positive attitude towards technology in both the Roman and Han society. As previously stated, it is evident that in both of the Roman and Han societies, their attitudes towards their technology depended on the time period. These documents provide a wide variety of opinions and aid in stating that this thesis is correct. Through all of the advances throughout both of their reigns, people were more inclined appreciate and have a positive attitude during the Common Era opposed to B.C.E.

Scoring
Your teacher may use the following rubric and scoring instructions to grade your response.
Generic Core Scoring Guide for AP European History
Document-Based Question
(score scale 0–9)
Basic Core
Points
Expanded Core
Points
1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis should not simply restate the question.
1
Expands beyond basic core of 1–7. The basic score of 7 must be achieved before a student can earn expanded core points.
Examples:
Has a clear, analytical, and comprehensive thesis.
Shows careful and insightful analysis of the documents.
Uses documents persuasively as evidence.
Analyzes point of view in most or all documents.
Analyzes the documents in additional ways—groupings, comparisons, syntheses.
Brings in relevant “outside” historical content.
Explains why additional types of documents or sources are needed.
0–2
2. Addresses all of the documents and demonstrates understanding of all or all but one.
1

3. Supports thesis with appropriate evidence from all or all but one document. (Supports thesis with appropriate evidence from all but two documents.)
2

4. Analyzes point of view in at least two documents.
1

5. Analyzes documents by grouping them in two or three ways, depending on the question.
1

6. Identifies and explains the need for one type of appropriate additional document or source.
1

Subtotal
7
Subtotal
2
AP Core Scoring TOTAL 9
Source: Copyright © 2011. The College Board. Reproduced with permission. http://apcentral.collegeboard.com.
Scoring Instructions
To calculate the final grade for this assignment, your teacher will add the basic and expanded scores together and multiply the total score by 5.
AP Core Scoring Total
____ × 5 = ____
Total Score:
____ / 45