Name Isabella SmitDate 1252014Graded AssignmentDocumentBased Question

Name: Isabella Smit
Date: 12/5/2014
Graded Assignment
Document-Based Question: Feudalism
Submit this assignment to your teacher by the due date to receive full credit.
(45 points)
1. To complete this Graded Assignment, retrieve the Feudalism DBQ. Use this document with its essay instructions and the DBQ Checklist to complete this DBQ essay.
Make sure that your essay has an introduction, three body paragraphs, point-of-view analysis, an additional source that would strengthen the essay, and a conclusion. Also make sure that it addresses all or all but one of the documents provided (eight or nine).
Essay:

Since the development of the first civilizations, people have been divided into groups and categories. Some civilizations are divided according to gender and age, others according to field of work, and still others by social class or standing. Several provided documents offer differing evidence, opinions, and points of views regarding feudalism, one of the many systems developed by civilizations to organize and control their populations. Feudalism is the political, military, and social system that was established during the Middle Ages. Different regions and countries adhered to this system, including Western Europe and Japan.
Another category that some civilizations are divided into is based upon religion. In these next instances, religion has a remarkable hold over a member of the feudal system’s responsibilities and rights. Document 3, a charter of donation written in 854 C.E in the city of Winchester, is one of the first of three documents that mention religion in addition to the feudal system. It is also a primary source, meaning it is a first-hand account of something that was said (or done). The speaker in this document, “Athelwulf, king of the West-Saxons,” states that by the advice of his bishops and nobles, “thereof adopted the wholesome expedient of granting forever some portion of my kingdom to God and the holy Mary, and all saints….” This statement indicates that during the rule of King Athelwulf, his royal administration was very much influenced by Christianity. Referring to taxes, he said, “…and for the good of my soul and the remission of my sins, let it be wholly free for the service of God alone, exempt from military service, the building of brides and castle-ward…” This quotation further services the previous statement made – the royal administration was heavily influenced by their religious beliefs. Document 4, the second of the three documents that refers to religion in addition to feudalism, is also a primary source. The document indicates that the speaker in this particular document, Geoffrey, Count of Essex, was intending to write to “the King, etc.” to inform him that “we have given license to Raun, a monk of Christ Church, Canterbury, that he may send from England… one hundred pounds of corn once within Easter week.” Also, the Count did not ask, he commanded that “on receipt of this you do not impede him.” This account signifies that monks were given important responsibilities, such as delivering large amounts of corn. This can be interpreted to mean that all (or at the very least, a generous amount of) religious leaders were given large amounts of responsibility in the feudal system. Document 8, the third and final document that references religion and its effects on the feudal system, differs from the previous two documents in that it does not pertain to the Western European feudal system, but the Japanese. So, the religion that is referred to is not Christianity or any of its many branches, but Buddhism. The source of this document is the Hundred Article Code of Chosokabe (1597). Despite being reprinted by a secondary source, it remains a primary source due to the fact that is a written account of a specific c ode that was instituted in 1597. The Hundred Article Code of Chosokabe declares that “Lords and vassals, priests and laymen, noble and mean, high and low, must all keep from allowing the rules of [Buddhism] to suffer disgrace.” When interpreted correctly, this is a very compelling statement; basically, it is the job of all members of the feudal system, regardless of their ranking, to ensure that the rules of Buddhism are not dishonored. It is evidently clear that documents 3, 4, and 8 all have one thing in common – they refer to religious values and rules, which then influence a particular feudal system.
Likewise, documents 1, 6, and 7 also have a common theme – each document references specific rules regarding feudal class. Document 1, a poem written by Adalberon, Bishop of Laon, written in 945 C.E. It is a primary source, and provides extremely specific insight into the Western European feudal system. The Bishop of Laon declared, “The ecclesiastical order forms one body, but society is divided into three orders.” Here, ecclesiastical refers to the church, and that all people are one body within the church. He goes on to say that the “nobles are the warriors and the protectors of the churches.” This is one of the three orders previously mentioned. Then, he says, “The unfree is the other class.” The unfree refers to the serfs who were tied to the land and worked without pay. Lastly, he states that the “City of God, which is believed to be one…” This is just one man’s statement, however, and people were not necessarily divided into these three specific orders, but into something very similar. Despite different names and “rules” to be followed, people of this time did, in fact, adhere to this type of feudal system. Like the previous document, Document 6 is primary source published by a secondary party. There are two speakers in this document, both of whom are writing to the same person – Lord Henry. The first speaker is “king of the English, William of London,” while the second speaker is “king of the English, Peter de Mare.” The document itself is a letter that provides insight towards English customs of the twelfth century. Within the letter, King William makes a very powerful statement: “….I ought to defend my fief with the service of my body.” Clearly, this king was willing to die for his feudal land, and typically, knights are supposed to die for their king and for the sake of his land, not the other way around. King Peter, like King Henry, made a broad statement. He said, “Every vassal owes to his lord fidelity concerning his life and members and earthly honor and keeping of his counsel in what is honorable and useful saving the faith of God and of the prince of the land.” This translates to every vassal owes his loyalty and dependability to his lord. This builds on the fact that every member of the feudal system owes something to those in the higher ranks. The Japanese edict of change of status from 1591 is an additional example of a set of regulations regarding the feudal system and social class. Similarly to the previous two documents, it is also a primary source. Differentially, however, these rules are harsher, per say. Straying from one’s appointed position on the feudal pyramid could result in expulsion. “If there should be living among you men who were in military service, who have assumed identity of a townsman or farmer, he must be expelled,” (doc. 7). In addition to a member of the militia assuming another identity, “If there is anyone who neither serves in the military nor cultivates land,” is also grounds for expulsion. Despite these rules being more severe that previously mentioned ones, they address the statement that there were specific rules regarding the feudal system, and people within the system were expected to adhere to those rules, even to the point of death or expulsion.
Documents 9 and 10 are similar for one very obvious reason – both are illustrations of the feudal structures in their respective locations (Europe and Japan) and both are also secondary sources. Document 9 illustrates the feudal structure in Europe. From bottom to top, the order is as follows: peasants (serfs), knights (vassals), lords (vassals), and finally, the king. Contrastingly, Document 10 is an illustration of the feudal system in Japan. From bottom to top, the order is as follows: merchants (salespeople), artisans (craftspeople), peasants (farmers and fishermen), ronin (paid soldiers), samurai (warriors), diamyos (nobles), shogun (political leader), and lastly, the emperor. Feudal system of Japan is clearly more intricate and there are greater distinctions between each class of people. The feudal system of Europe is “smaller” and has fewer groups and categories. This would have allowed for more people in a given category, and this was instrumental in the development of serfdom. Despite the fact that the two depicted feudal systems are not entirely identical or reminiscent of one another, they provide a general idea of social organization during the Middle Ages.
During the Middle Ages, the Japanese had a very complex and very elaborate feudal system. There was a place for each individual, and that individual was expected to not stray from his or her social standing. Document 5 is a primary source – the account of a samurai historian in mid-fourteenth century. Feudalism everywhere detracted from a king or emperor’s absolute rule, and this was confirmed by the samurai historian: “Since the emperor delegated authority totally to Yoritomo [first shogun], the emperor’s own influence declined even more.” Recalling Document 10 (illustration of Japan’s feudal system), the shogun was immediately beneath the emperor. So, aside from the emperor, the shogun had the next-to-most power. The samurai historian goes on to say that “When Yoritomo, assigned his own feudal supporters to the various provinces, the authority of the emperor’s provincial governors was thereby reduced and became merely an empty designation.” To recap, the emperor delegated to the shogun, and then the shogun delegated to “feudal supporters” who served as governors, called daimyos. This is the perfect example of the creation of the feudal system – continuous delegation.
Nine documents offered differing evidence, opinions, and points of views regarding feudalism, the political, military, and social system that was established during the Middle Ages, especially Western Europe and Japan. This made it simple to compare these two different regions. An additional document that would have made the document offering more complete would have been a statement made by a Japanese ruler. There are documents that provided statements made by English counts and kings, but not by Japanese emperors and shoguns.

Scoring
Your teacher will use the following rubric and scoring instructions to grade your DBQ essay.
Generic Core Scoring Guide for AP World History
Document-Based Question
(score scale 0–9)
Basic Core
Points
Expanded Core
Points
1. Has acceptable thesis.
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, comprehensive, and analytical thesis.
Shows careful and insightful analysis.
Uses documents persuasively as evidence.
Shows an understanding of complexities in the documents.
Analyzes bias or point of view in most or all documents.
Analyzes the documents in additional ways, such as additional groupings, comparisons, or syntheses.
Brings in relevant historical context.
Explains why additional types of document(s) 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

(1)

4. Analyzes point of view in at least two documents. Students are encouraged to identify point of view in at least three to five documents.
1

5. Analyzes documents by grouping them in two or three ways.
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