I hope you noticed that I said "theoretically. Most importantly, my students have come to understand that the initial entry by merchants, imperial armies, missionaries, or pilgrims into a region is usually repeated many times, and sometimes becomes a regular interaction.
Students could analyze how any of these changes happened in one of the regions at a particular time or from repeated interactions with or domination by Muslims. They also can keep track of the major continuities in the time period. Many students did not write essays that truly analyzed the patterns of change and continuities over time.
It is our task to help them begin to move beyond presentism as the best way to interpret the past. We keep teaching one way to write change-over-time essays and continue to be disappointed with the results. 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.
A Big Picture question would be: If our students were prepared well for this question, they would know that the nature of change caused by the interaction between Muslims and people of other religions and cultures was cultural, economic, and political and occurred repeatedly over the whole time period.
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.
The change analysis chart helps students take notes as they proceed through a unit. Be sure to discuss continuities as well as changes. Change usually receives additional stimuli over long stretches of time.
We can use these themes to help students see the changes and continuities over time. Change relatively rarely proceeds smoothly; there are interruptions, even back eddies. In the second place, dealing with change over time, and its associated challenges including attendant continuity, is the central analytical task of historians: It seems to many world history teachers to be an especially challenging task for teenagers and young adults who are just feeling comfortable with defending their presentism, i.
But they rarely step back to analyze change, creating a sense that history involves one thing after another in fairly pell-mell fashion.
This is an aspect of assessing change we too often forget, but it is vital in a contemporary culture that tends to tout revolutionary change at every turn, from lingerie designs to security threats. Seeing Broader Patterns When we look at any world history curriculum, we can see patterns of outside forces that caused dramatic changes: It also contributes to an assessment of significance: The graphic organizer can help students prepare for the specific essay they will write.
In the past year, I have found two more techniques to help students prepare to write change-over-time essays. 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. What happened to the social status of slaves and serfs from the beginning to the end of this time period in the Caribbean or Russia, respectively?
The graphic encourages them to recognize the theme, time period, and region addressed in the essay question. 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.
The "right" sort of question students should ask is what kind of patterns do they see from analyzing the timelines. The first step is essentially comparative, though in this case "over time" rather than "across space. Charting the Future of Teaching the Past. It also helps students identify in the time period at least three major events that demonstrate the major changes.
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.
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.in planning the CCOT essay BEGINNING CHANGE CONTINUITY what is happening at the beginning of the time period as related to the topic(s) in the prompt?
writing: you'll spend the rest of your time writing the essay (30 mins is suggested) try to write quickly, using your BCC chart for reference, but don't write so messy that it's unreadable. 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.
AP WORLD HISTORY Continuity and Change Over Time Essays A CCOT question is similar to a comparative one, the key difference being instead of comparing between two places during the same time, one is comparing between two.
Sep 03, · Three Methods: Writing a Document-Based Essay Penning a Change-Over-Time Essay Mastering a Comparative Essay Community Q&A AP World History is an exciting course to take.
You can learn about how civilizations have grown and interacted with one another from the time of B.C.E.
to the present day%(20). 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).
1 How to Write a Continuity and Change Over Time (CCOT) Essay Background: The Rubric Like the DBQ and Comparative essays, the CCOT is scored according to a rubric.Download