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Continuity and Change over Time: Slavery

Continuity and Change over Time: Slavery

Slavery in the Americans was first introduced in the 1619. However, slavery was not officially abolished until 1863. Knowing this, slavery is a prime example of continuity AND change over time.

I. Using the website provided below, select at least one primary source from the 1600s, one from the 1700s, and one from the 1800s to analyze. These texts should tell a short story of slavery in the Americas. Your selections can be an image and information, poems, government documents, etc. Of your selections, at least TWO of them must be written texts. Answer the questions on the answer sheet. [3 points for each for a total of 54 points]

QUESTIONS–answer separately for a 17th, 18th, and 19th century source:

  1. What type of source is it?
  2. Describe/Summarize the text:
  3. What is the tone of the source about slavery?
  4. What does this document expose about slavery?
  5. How might this document impact an audience?
  6. Synthesis: List some other events, documents, or historical people that might be related to this primary source. What’s the connection?

II. Write at least a one-page analysis of how the documents you collected are examples of both continuity AND change over time. Be sure to cite your reasons with textual evidence. Be as specific as possible. [25 points]

III. Answer the questions below as a reflection of your document research.

  1. Which document did you find most informational? What did you gain from this primary source? [5 points]
  1. Compare and contrast the information from the primary source documents you examined and the information about slavery provided in the textbook (Chapter 3, pp. 90-103; Ch. 8, pp. 264-66; Ch. 12, pp. 376-404.) How do the perspectives of the primary sources and the textbook support or conflict with each other? Be specific. [10 points]
  • Three source analyses [54 points]
  • Written analysis (handwritten or typed, double-spaced either way) [25 points]
  • Reflection [15 points]
  • Cut and paste your primary sources into a document and label them by source number [6 points]
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Continuity and change over time essay apush

CONTINUITY AND CHANGE OVER TIME ESSAY APUSH

continuity and change over time essay apush

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APUSH - Writing the LEQ

  • Writing the LEQ
  • With excerpts from
  • AP Teacher, John Irish
  • Essay Rubric
  • Part A
  • Thesis
  • 1 point
  • Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either the introduction or the conclusion.
  • Essay Rubric
  • Part B
  • Argument Develop-
  • ment: Using Targeted Skill
  • 2 points
  • Comparison
  • Causation
  • CCOT
  • Periodization
  • 1 Point: Describes similarities AND differences among historical individuals, events, developments, or processes.
  • 1 Point: Describes causes AND/OR effects of a historical event, development, or process.
  • 1 Point: Describes historical continuity AND change over time.
  • 1 Point: Describes the ways in which the historical development specified in the prompt was different from AND similar to developments that preceded AND/OR followed.
  • 1 Point: Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes
  • 1 Point: Explains the reasons for the causes AND/OR effects, of a historical event, development, or process.
  • 1 Point: Explains the reasons for historical continuity AND change over time.
  • 1 Point: Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed.
  • OR: Evaluates the relative significance of historical individuals, events, developments, or processes.
  • Scoring Note: If the prompt requires discussion of both causes and effects, responses must address both in order to earn both points
  • Scoring Note: For both points, if the prompt requires evaluation of a turning point, then responses must discuss developments that preceded AND followed. For both points, if the prompt requires evaluation of the characteristics of an era, then responses can discuss developments that EITHER preceded or followed.
  • Essay Rubric
  • Part C
  • Argument Develop-
  • ment: Using Evidence
  • 2 points
  • 1 point: Addresses the topic of the question with specific examples of relevant evidence
  • 1 point: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or a relevant argument
  • Scoring Note: To fully and effectively substantiate the stated thesis or a relevant argument, responses must include a broad range of evidence that, through analysis and explanation, justifies the stated thesis or a relevant argument.
  • Essay Rubric
  • Part D
  • Synthesis
  • 1 point
  • Extends the argument by explaining the connections between the argument and ONE of the following:
  • A development in a different historical period, situation, era, or geographical area
  • A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).
  • Scoring Note: The Synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference.
  • Historical Causation
  • WHY did stuff happen?
  • What was the impact?
  • Think long and short term.
  • Continuity and Change Over Time
  • What stayed the same?
  • What changed?
  • Why did it change and
  • how much did it change?
  • Periodization
  • Why do historians start and end time periods when they do?
  • Turning points!
  • Comparison
  • Identify similarities and differences within a society or between societies—could be ideological, demographic, geographic, political, economic, or social
  • Steps to writing a thesis statement
  • Steps to writing a thesis statement:
  • Read the prompt. Determine the following:
  • Subject - what is the ‘topic’ ie: the Great Depression
  • Era/Period - what time period or era is this addressing - stay within this timeframe
  • Determine skill assessed (Comparison, Causation, CCOT, or Periodization)
  • Identify all parts of the question - you can circle or underline everything that needs to be addressed in your thesis
  • Remind yourself of what needs to be included (e.g. compare AND contrast). As you first start out, it helps to consult the rubric here.
  • Organize your evidence and Determine the approach you want to take. For example: Do you want to argue they are more alike than different? Do you want to argue the continuities are greater than the changes? Do you want to argue an event was not, in fact, a turning point? Quickly run through your options and think through the evidence you may use. It helps to make a few lists before you tackle your thesis. Decide what evidence you will use in your essay.
  • Write your thesis by making a strong claim. This must do more than merely restate the prompt. You need to come up with a new, original thought.
  • Once you are finished, go back and reread the prompt and make sure your thesis answers ALL parts of the question.
  • Step 3: Organize the Evidence: Directions for the APUSH exam advise you to spend some time planning before starting to write an essay. First, organize your information by making a brief outline of what you know. You can write your outline in the test booklet.
  • Consider the causation prompt: “Evaluate the major causes which led to the development of a Second Industrial Revolution.”
  • Organize the causes around three categories. Rank or prioritize the categorized causes in order of importance, determine the two major causes (*) and the one minor cause. Within the body of your essay, address why these were the causes of the topic under investigation.
  • Consider the CCOT prompt: “Evaluate the extent to which US foreign policy goals contributed to maintaining continuity as well as fostered change from the end of WWI (1918) to the end of the Korean War (1953).”
  • Label the start and stop dates on timeline. Identify significant events (5-7) on the timeline, related to the topic.
  • Determine whether there was MORE continuity or change within the period.
  • Select three of the most significant of the events.
  • Make sure you maintain the 2/1 ratio (e.g. if you are arguing there were more continuities, then you need 2 examples of that, for 1 change, or vice versa).
  • Within the body of your essay, you must address why there were continuities and changes.
  • Consider the compare and contrast prompt: “Compare and contrast the decades of the 1920s and the 1950s.” Bisect a Venn diagram in half and organize the similarities and differences around two categories. Determine whether there are more similarities or differences between the two concepts of the topic. Within the body of your essay, you must address why there are similarities and differences.
  • Consider the periodization prompt: “Evaluate the extent to which the French and Indian War was a turning point with regard to American and British relations.” Bisect a T-Chart in half and organize the boxes around two categories. Determine whether there is more evidence to support that it was (Y) or was not (N) a turning point (TP). Within the body of your essay, you must address the extent to which the event under investigation was a TP.
  • Step 4: Develop the Thesis
  • A strong thesis is an essential part of every AP History essay answer.
  • Often, students have difficulty taking a position or are afraid of making a mistake. But AP readers are looking not for the one “right answer” but rather for a writer’s ability to interpret the evidence and develop historical support for that interpretation.
  • A thesis must be more than a restatement of the question. It requires taking a position on the question and a focus on the appropriate HTS.
  • The following thesis is from an essay written in response to the 1790s question: During the 1790s, foreign affairs contributed more to shaping American politics than did domestic issues. This statement is straightforward and simple, and it takes a position on the question and the issue of causation.
  • In the question above on the 1790s, the student might have continued the thesis statement, with the following roadmap: “While the young nation struggled with questions about powers in the new Constitution, ideological conflicts over the French Revolution, foreign policy divisions created by the Napoleonic Wars, and our relations with Great Britain did more to divide Americans and promote the formation of two political parties during the 1790s.
  • This organization statement guided the development of the essay.
  • Consider the following prompt: Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation.
  • Too General: The Articles of Confederation was successful as a first attempt at building a government. However, the Articles of Confederation did not provide an effective answer to the problems facing the new nation. The Articles of Confederation was weak politically, socially, and economically.
  • Too specific:
  • Under the Articles of Confederation, the Land Ordinance of 1785 and Northwest Ordinance of 1787 created a well-organized system for dealing with newly acquired territories and a plausible means to increase government revenue in a time in which the country was facing massive debt. However, the Articles of Confederation proved unable to handle the problems faced by the country after the American Revolution. It established a decentralized government with limited sovereignty, creating a league of friendship, with limited effectiveness; it was unable to foster any sense of nationalism; it contained a lack of leadership and a lack of independent judiciary; it lacked provisions for raising revenues and collecting taxes from the states, as well as failing to handle the abuses of paper money, with no control over interstate commerce; and could not protect the country from rebellions like Shays’ Rebellion.
  • Just right:
  • The Articles of Confederation created a well organized system for dealing with newly acquired territories and providing a financial means to increase needed revenue. However, the Articles of Confederation was not effective in solving many of the problems faced by the newly formed United States. It established a loose confederation of states that lacked a sense of national unity, it created internal gridlock that failed to establish a system of checks and balances, and it created a government that did not have the powers to conduct basic governmental business.
  • By the end of the first paragraph, the reader should not only know the thesis but also have a clear idea of the main arguments that will be developed in the body of the essay in support of the thesis.
  • The introduction should include four to five sentences.
  • You try one:
  • Evaluate the extent to which the Mexican-American War (1846-1848) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it. (2015)
  • Evaluate the extent to which the Mexican-American War (1846-1848) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it. (2015)
  • Read the prompt. Determine the following:
  • Subject, Era/Period, Determine skill assessed. Identify all parts of the question
  • Remind yourself of what needs to be included (e.g. compare AND contrast). As you first start out, it helps to consult the rubric here.
  • Organize your evidence and Determine the approach you want to take. For example: Do you want to argue they are more alike than different? Do you want to argue the continuities are greater than the changes? Do you want to argue an event was not, in fact, a turning point? Quickly run through your options and think through the evidence you may use. It helps to make a few lists before you tackle your thesis. Decide what evidence you will use in your essay.
  • Write your thesis by making a strong claim. This must do more than merely restate the prompt. You need to come up with a new, original thought.
  • Once you are finished, go back and reread the prompt and make sure your thesis answers ALL parts of the question.
  • Periodization – Slavery Debate
  • Before MexicanAmerican War
  • Post Mexican American War
  • MissouriCompromise (1820)
  • Abolitionistmovement begins in North (William Lloyd Garrison, etc – Underground Rail Road,)
  • Nullification Crisis – SC threatens to secede
  • Compromise of 1850
  • Dred Scott (very close SCRuling)
  • Abolitionistmovement grows and may become more violent? (Bleeding KS, Harper’s Ferry,etc)
  • No great action taken by presidents to fix slavery debate – most came from great compromisers in congress (like Henry Clay)
  • Secession ofConfederate States
  • Debates over Slavery in the Constitution(3/5 Compromise) – won’t work too early
  • ReconstructionAmendments (13, 14, 15) are these too late. YES!
  • My potential Thesis statement:
  • The Mexican American war led to new, more intense debates between the North and South over the admittance of new states as either free or slave.
  • However, the Mexican American war was not a turning point in the debate on slavery as many of the ways the debate manifested, such as government action like Congressional compromises, and grass roots movements like abolitionists, were already in existence before the war and only intensified after the Mexican American conflict.
  • Looking at Formulas:
  • Key here is that they address counterclaims and help you to organize your arguments.
  • You are NOT required to use a formula. In fact, sometimes they could be your downfall. However, if you are struggling with how to say what you want to say, take a look at these.
  • Try one more on your own and share with the people at your table. Make sure to go through the steps and make a good attempt at this!
  • Evaluate the extent to which trans-Atlantic relations interactions between 1600 and 1763 contributed to continuity as well as fostering change in labor systems in the British North American colonies. (2015 Practice exam)
  • Sample: Suppose the question is as follows:
  • The debate over the Alien and Sedition Acts of 1798 revealed bitter controversies on a number of issues. Discuss the issues involved and explain why these controversies developed.
  • An appropriate opening paragraph might be:
  • In 1797 John Adams became the second president of the United States. Unfortunately for the new nation, without Washington’s steady hand the ugly disagreements between the Federalists and the Democratic Republicans during his administration soon dominated Adams. (Background) In the debates over the politically motivated Alien and Sedition Acts, the issue of strict interpretation and loose interpretation of the Constitution once again emerged. (Thesis) Previous arguments in regards to the assumption of state’s debts, the formation of a national bank, an excise tax on whiskey and a protective tariff provided the foundation for this division. (Roadmap)
  • It could look like this: “The American Revolution can be compared to the later period of Southern Cession prior to the U.S. Civil War in two ways. First, both groups saw themselves fighting for what they perceived as injustices from a tyrannical government. Southerners viewed the injustices of the Northern government in the same light as the Americans viewed the British, so much so, they utilized many of the same points of the Declaration of Independence. Second, both groups invoked John Locke’s social contract theory, which allowed the throwing off any government when it failed to meet the needs of its citizens as a natural right.”

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Continuity And Change Over Time Essay Thesis - Continuity And Change Over Time Essay Thesis

Continuity And Change Over Time Essay Thesis

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APUSH Long Essay Rubric APUSH Long Essay Rubric Criteria Thesis Clear thesis that sets up the argument AND addresses the targeted skill AND directly addresses all parts of the question Thesis is poorly developed or only partially developed OR may simply restate the question Continuity and Change Over Time

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A_Practice_Continuity_and_Change_Over_Time_Essay - Change is inevitable

A_Practice_Continuity_and_Change_Over_Time_Essay - Change.

“ Change is inevitable - except from a vending machine.” Robert C. Gallagher

CONTINUITY AND CHANGE OVER TIME  The Continuity and Change Over Time (CCOT) essay question tests the student’s ability to trace a broad trend or development over a long period of time  The CCOT lends itself to a topical approach  Topics may include cultural interchange, global trade, the movement and migration of peoples, the role of minorities in a given society, the status of women, environmental issues, biological developments, changes in technology, artistic and cultural attitudes, and scientiFc innovations

GENERAL TIPS FOR WRITING A CCOT  Students should take 40 minutes to complete the CCOT essay  Students should spend 5 of the 40 minutes reading the question, re±ecting on the question, and organizing thoughts concerning the essay  The CCOT will request that students analyze the evolution of a trend or phenomenon over a long period of time  Students will be asked to focus on a particular nation or geographical region and may be given a choice regarding which nation or region must be included in the essay

The requirements for the CCOT are more straightforward than those for the DBQ. However, students must concentrate on showing what changed and how it changed as well as what remained the same.

THOUGHTS TO CONSIDER BEFORE WRITING  What were things like at the beginning of the assigned period?  What changed?  How and why did it change?  What were things like at the end of the assigned period?  What di±erences did those changes make?  What remained the same?

Defnition: Change To make diFerent in some particular

Merriam-Webster dictionary Defnition: Continuity Uninterrupted connection, succession, or union

SO, WAIT A MINUTE  It’s not just about change but about what remained the same  Don’t forget the continuity part of the Continuity and Change Over Time Essay

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07.12.2013 · Video embedded · I review how to write an introduction and thesis statement for AP free-response The Introductory Paragraph and Thesis APUSH …

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How to write APUSH Long Essay - SocialStuds-Mr.Klaff

How to Write a Continuity and Change Over Time (CCOT) explain continuity and change over time. Write the Thesis Paragraph

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How to do an APUSH DBQ - SlideShare

Writing a Solid APUSH The introductions you write for this class and for the AP History exam will be and connect the point in the paragraph to the thesis.

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WRITING THE APUSH ESSAY - Somerset Academy Silver

This resource provides tips for creating a thesis statement and first paragraph could you write, so you may need to revise your thesis statement to

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How to Write a Continuity and Change Over Time

APUSH: Writing the DBQ. Loading How to do the Redesigned DBQ for APUSH. Tile: 2. Comments: The Introductory Paragraph and Thesis Statement. Tile: 8.

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How to Write a DBQ in APUSH in FIVE EASY STEPS

How to write an APUSH DBQ. No description by Beth Ewing on 30 July 2011 Tweet. Comments (0) Please log in to add your comment

How to write a thesis paragraph for apush