The first step is essentially comparative, though in this case "over time" rather than "across space. In the second place, dealing with change over time, and its associated challenges including attendant continuity, is the central analytical task of historians: Be sure to discuss continuities as well as changes.
The ripple effects students might have used as detail to support generalizations about changes could be about how repeated interactions with Muslims changed language, food, gender roles, social standing of different professions or ethnic groups, attitudes toward other belief systems, and bureaucratic structures that affected taxation or commercial law.
In AP World History, we have five themes that serve as the major patterns of the course: Revealing the big picture: The Continuity and change over time thesis encourages them to recognize the theme, time period, Continuity and change over time thesis region addressed in the essay question.
Periodization and the AP World History Examination The real point of this second phase of analysis involves internal periodization: This article is an expanded version of remarks he delivered to a session on AP World History at the annual conference of the National Council for the Social Studies.
Since many change questions also involve causation, this is an opportunity to talk about significant intervening factors that may accelerate the change, push it in slightly different directions, delay it for a while, or do all the above.
The Big Picture questions students should ask are about the causes of the changes or continuities in any of these themes over a long period of time.
The swingometer guides students as they study the smaller questions of a unit to make hypotheses about how to answer the Big Question for the unit. How can we teach students to write continuity and change-over-time essays?
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.
Too often, responses on change over time and this applies to "real" historians, not just students fail to establish a clear baseline: It also contributes to an assessment of significance: Reminding students to test the general factors involved in periodization to the question at hand is already a step forward, providing global context for key developments over time.
A Big Picture question would be: The students who continued to struggle with the habit of moving from global to local and local to global also did poorly on the change-over-time question.
Moreover, if the ripples hit the edge of the region, they may even return in a wavelike fashion. The graphic organizer can help students prepare for the specific essay they will write.
How can we help our students see the past in terms of processes of change and continuity? 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. 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.
Students would be able to suggest that the changes related in some way to the emphasis in Islamic civilization on scientific and mathematical knowledge and on trade.
It also helps students identify in the time period at least three major events that demonstrate the major changes. The second phase of analysis, beyond before and after, asks students to get involved with the process of change, the intervening developments that add real flesh to what otherwise will seem too cut and dried.
Maybe we should reconsider some of our approaches, to help our students absorb the different way of thinking that change over time requires. Peter Stearns is a former chair of the AP World History Development Committee as well as a coauthor of several world history textbooks and the editor of the Encyclopedia of World History.Show the change over time, using relevant history.
Contrast how things turned out with how things were originally, and weigh what changed vs. what stayed the same.
Analyze the process of continuity and change. Analyzes the process of change and continuity over time (1 point) This is the most ignored point on all the AP World History essays, but it really isnʼt that difficult to get. The Change-Over-Time Essay.
One free response question deals with. continuity AND change. over time. In the essay you also give an analysis of the dynamics (causes and other factors) of change and continuity.
For example, the continuity and change-over-time question on the AP World History Exam* asked students: Describe and analyze the cultural, economic, and political impact of Islam on ONE of the following regions between CE and CE (West Africa, South Asia, or Europe).
Writing a Continuity and Change Over Time Essay Continuity and change over time (CCOT) is a major theme of historical study. An important aspect of The thesis must address BOTH a continuity and a change.
The thesis statement cannot be counted for credit in any other category. Exploring strategies for dealing with the continuity and change-over-time essay on the AP World History Exam involves a bit more than the normal interest in preparing students for each exam segment in the best possible way and, hopefully, accelerating their learning curve in the bargain.Download