COMPARE AND CONTRAST ESSAY
Students will compare (similarities) and contrast (differences) key themes and issues in two
cultures within one chronological period. It will focus on at least two different societies or
civilizations, which are probably interacting with each other in some manner or method.
Traditionally, students are much more comfortable with this type of essay, and it is easiest
to begin with this type first. Nevertheless, students will not have a choice about which essay
to write. They may choose between two or three sub-themes or regions, but all students will
write the same essays on relatively the same topic. One possible prompt would be: compare
and contrast one West European and one African state during the Post-Classical Era. Two
states would be France and Mali
Again all essays must have an acceptable thesis, which addresses all parts of the similarities
and differences between two subjects or themes mentioned in the prompt. It is best in the
thesis paragraph or thesis statement to make a significant and direct comparison. It is not
acceptable to simply say, “the two civilizations were similar and different” – specify how
they are similar and different. The paragraphs which follow should compare and contrast
three themes or groups. Maintain parallel order as described in your thesis sentence. Each
paragraph should have a detailed and specific sub-topic sentence. A possible thesis sentence
based on the prompt above is: While Mali and France of the Post-Classical Era shared many
governmental and economic similarities, their religious practices were quite different.
Students must substantiate the thesis with appropriate historical evidence. It is not sufficient
to make a statement without use of proof or evidence. Students should use evidence, which
is clear and detailed. In each paragraph, students should cite include key vocabulary, dates,
historical events, persons, trends, and occurrences. The simplest formula is to have one fact
per comparison category, if the grouping is government, your paragraph should have at
least one piece of evidence on Malian and one on French government. An example is PostClassical French government was largely feudal with a king distributing lands to nobles in
exchange for service. Nobles maintained local order and justice and were obligated to give the
king 40 days of military service yearly. Similarly, Mali had a king and power was held
regionally by provincial elites.
Students must make two or more relevant, direct comparisons between or among societies.
Because of this, students should organize their essays by grouping in a relevant manner.
The acronym P.E.R.S.I.A.N. or S.C.R.I.P.T.E.D. will suffice, and they should use three
major groups. Within the groups, the student should compare and contrast the two
civilizations. In the above example, please note the underlined word “similarly”. It sets up a
directed comparison. Many words do the same.
And students must analyze at least one reason for a similarity or difference identified in a
direct comparison. Such a sentence could be: while France was a feudal kingdom, Mali was
a tribute empire. Feudalism was established because the king could not adequately defend the
realm. He was the nobles superior. A tribute empire was regional because the king exacted
tribute from regional nobles but often did not rule them directly.
CHART: COMPARE & CONTRAST TWO CIVILIZATIONS
COMPARISON REGION/EVENT:
Europe Japan
COMPARISON THEMES (3):
Social
Political
Philosophy and Religion
THESIS: Define Feudalism. Time and Place Give Dates for each. Explain the reason for the rise of feudalism
in each region.
1ST
2nd
Analyze one reason
Region or Event
Region or Event
why each theme is
similar/different
Similarities and
Differences
1st Theme
(1st Body
Paragraph
Social
2nd Theme
(2nd body
Paragraph
Political
3rd Theme
(3rd body
paragraph
)
Philosoph
y and
religion
-Lord = nobility
-Knight (vassal)
– Fief =Land
-Peasants own no
land=have no rights
-women have no
rights
-Merchants good
-Daimyo= lord
-Samurai (vassal)
-Shugo = land
-Peasants own land =
have rights
-women are more
equal (can be
samurai)
-Merchants bad
Three social classes
based on birth and
land ownership.
Treatment of
peasants and women
are better in Japan.
-Many states
-Decentralized
-Many loyalties
-Kingdoms are self
sufficient
(Manorialism)
-Constant warfare
-Centralized Control
-Military dictatorship
-No multiple loyalties
-The shoen (villages)
need trade
Chivalry: Knights got
paid in land. Protect
women, poor, church,
fight only as a last
resort (men only)
-Religion and
government are
mixed
Bushido: Loyalty,
fight and die for the
lord. Women can be
samurai. Ritual
suicide is necessary
to preserve honor.
Open to all religions.
-In both the lords
own independent
realms = local laws,
taxes, army, castles
-Difference: Europe is
constantly at war.
Japan unifies under a
Shogun
Japanese personal
code while in Europe
the Pope is the voice
of God on Earth.
Knights serve a
larger community
and Salvation does
not depend on honor.
CONCLUSION: Restate thesis and describe the decline of feudalism in each region.
Japanese history has
strong farmers and
women. They chose
feudalism. While
European (Roman
history) is based on
strong male roles and
feudalism was
necessary due to
external crisis. (The
fall of Rome)
The Japanese need
peace to facilitate
trade. The history of
Confucianism led to
respect for one
strong leader.
Religion and
philosophy are
personal in Japan
and based on
Confucian values.
European values tend
towards personal
profit.