The graphic organizer can help students prepare for the specific essay they will write. As we teach the content of the crises that punctuate our syllabi, let us try to help students see the larger patterns.
This article is an expanded version of remarks she delivered to a session on AP World History at the annual conference of the National Council for the Social Studies.
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.
Charting the Future of Teaching the Past. 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.
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.
They are the graphic organizer and the swingometer. There is a small amount of research and plenty of anecdotal experience that shows how some teachers are being successful in showing students how to write change-over-time essays by identifying the right sort of questions that highlight the larger patterns of world history.
Our students also want to see world history connected to what they know happened locally. In the period of and C. Between and Historical Thinking and Other Unnatural Acts: Another graphic organizer, the swingometer, appeared in a June article by Steven Barnes, "Revealing the Big Picture: Many students did not write essays that truly analyzed the patterns of change and continuities over time.
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.
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.
I suggest two types of such questions, which can be used to great effect in world history courses. Islam caused West Africa to see an addition in trade and economic activity. By looking carefully at the timelines, students should notice the times of crisis and the times when few major changes happened.
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.
We keep teaching one way to write change-over-time essays and continue to be disappointed with the results. Islam impacted West Africa greatly by increasing trade.
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.
How can we teach students to write continuity and change-over-time essays? Islamic provinces rose and fell during the period of and C. The change analysis chart helps students take notes as they proceed through a unit.
It was a multiethnic province with assorted spiritual and cultural groups. Islam entered West Africa and increased its trade.
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. It is our task to help them begin to move beyond presentism as the best way to interpret the past.
Mansa Musa made Islam the official faith of the province.
E Islam increased West African economic sciences by increasing trade. 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. Muslim merchandisers brought Islam into West Africa and it spreads throughout the remainder of Africa.
African swayers began to follow Islam while governing over populations with diverse religions and civilizations. Besides Timbuktu in both the Mali and Songhai Empires becomes a major trading point.
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.
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.Describe and analyze the cultural, economic, and political impact of Islam on ONE of the following regions between C.E.
and C.E. Be sure to discuss the causes of the changes as well as the reasons for the continuities. Describe and analyze the cultural, economic, and political impact of Islam in ONE of the following regions between c.e.
and c.e. Be sure to discuss continuities as well as changes West Africa. 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). Be sure to discuss continuities as well as changes.
The Islamization that took place within West Africa from to CE brought a variety of religious, political, and economic changes in its society, contrary to the diversity and individuality. In conclusion, Islam impacted West Africa greatly by increasing trade, and blending its culture with West African culture.
As for the political aspect many Islamic states rose and fell, in the time period of and C.
E. Islam dramatically changed West Africa culturally, politically, and economically in the time period between CE and CE, but many staples of West African society remained the same.
Economically, Islam ushered .Download