In world history, we require students to be able to write what the AP World History Course Description calls a "continuity and change-over-time" essay. Globalization, for example, accelerated rapidly by many relevant definitions between the s andonly to roll back thanks to decisions by the Soviets, the United States, and ultimately Mao as well as Hitler for 30 years thereafter, following which the pattern of globalization changes emerged again.
You are providing the historical context for a change or continuity. A strong CCOT essay must have facts. Those of us who have been trying to teach the continuity and change-over-time essay for the AP World History course know theoretically that students gain important skills when they must alternate from sketching the big picture of a large time period to the smaller picture where they analyze a particular event or region in depth.
Global Context conclusion Core Point 7 out of the 7. How can we teach students to write continuity and change-over-time essays? In most world history textbooks, large sections often begin with some kind of overview and a timeline that highlight the changes and continuities for a particular time period.
Start by reading the question. They are the graphic organizer and the swingometer. Each CCOT essay should starting date and an ending date. If an essay neglects to analyze either change or continuity-almost always, continuity is the one left out-then it may not receive the full two points.
The students also could explain that the spread of Islam beyond the Arabian Peninsula to Spain and Eastern Europe, West Africa, and South Asia did not change every cultural, economic, and political feature in those regions.
Charting the Future of Teaching the Past. Even pausing in a coverage session to ask what was really changing here, and why, and what was persisting, will help students meet the challenge of turning descriptive facts into building blocks that permit analysis of change.
It is natural, therefore, for them to use that newly articulated view of their world to analyze the world of the past. For Africa, on the other hand, the end of slave trade and then the intensification of Western exploitation from the late nineteenth century onward would make more sense.
A Big Picture question would be: Change usually receives additional stimuli over long stretches of time.
I show them that any particular region of the world can be seen as a body of water that is "impacted" or "affected" by an outside force.
Underline the parts that are most important. Seeing Broader Patterns When we look at any world history curriculum, we can see patterns of outside forces that caused dramatic changes: My initial explanation for the poor responses is that many teachers are not sure what the Big Picture questions are for world history, and that their students did not have an understanding of the multiple times and ways that Muslims interacted with people in one of the three regions.
Helping students improve their capacities here, ideally in ways they can ultimately take beyond the classroom to activities in work and citizenship, is a crucial assignment, even beyond the cherished ability to deal with documents.
That "impact" might at first glance seem like a meteor coming from outer space and leaving a big hole in the ground or causing a large tidal wave.
In AP World History, we have five themes that serve as the major patterns of the course: Change and Continuity Russia: Names, dates, and events of history count as facts, as do specific informative statements relating to the question. This same relationship will help students deal with chronological order—not precise dates, usually, but a sense of what came before what—without which the context for change over time cannot be established.
Avoid thesis statements that lack the specificity required to set up the analysis in the essay. In the second place, dealing with change over time, and its associated challenges including attendant continuity, is the central analytical task of historians: Our students also want to see world history connected to what they know happened locally.
Instead, I encourage my students to imagine that the outside force causes ripples in the water that spread throughout the region in larger or smaller ways.
The change analysis chart helps students take notes as they proceed through a unit. It will be interesting to see if AP teachers can not only improve essay results already showing some positive signs of good coachingbut also accelerate both the learning curve and the capacity to retain a crucial historical habit of mind beyond the classroom.
Many teachers are urging their students to identify some midpoint in order to avoid simply dealing with beginning and end; the advice is well intended and surely will help a bit. Six or more facts qualify you for an expanded points AP® WORLD HISTORY SCORING GUIDELINES Question 2—Continuity/Change Over Time BASIC CORE (competence) 0–7 Points 1.
Has acceptable thesis.
1 Point • The thesis correctly specifies both change and continuity in the formation of national identity in the region of the Middle East, Southeast Asia, OR Sub-Saharan Africa from to. CCOT ESSAY SAMPLE. Question: Choose TWO of the areas below and analyze the developments of major religious & philosophical ideas between BCE & CE.5/5(3).
In world history, we require students to be able to write what the AP World History Course Description calls a "continuity and change-over-time" essay.
How can we teach students to write continuity and change-over-time essays? APWH Change and Continuity Essay. CCOT. The continuity and change·over-time (CCOT) question asks what has changed and what has not.
CCOT questions include a definite time span for analysis. AP World History - Essay Rubric; APUSH Essay Rubric; APUSH Long Essay Rubric; Search. Latest Blog Posts. How to Write a Critical Analysis. AP® WORLD HISTORY Modified Essay Questions for Exam Practice This document provides modifications of the AP World History Comparative and Continuity and Change-Over-Time (CCOT) essay questions.
AP’s high school United States History course is a rigorous, college-level class that provides an opportunity to gain skills colleges recognize. an understanding of major themes in U.S.
history, including American identity, economic and social life, political change and continuity, and the U.S. role in the world your ability to draw.Download