Change Over Time Essay

One of the essays you will have to write on the AP Exam is the Continuity & Change Over Time (CCOT).

(Suggested planning and writing time - - - 40 minutes)

Percent of Section II score – 33 1/3

Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that:

Has a relevant thesis and supports that thesis with appropriate historical evidence.
Addresses all parts of the question.
Uses world historical context to show continuities and change over time.
Analyzes the process of continuity and change over time.

Analyze the social and economic transformations that occurred in the Atlantic world as a result of new contacts among Western Europe, Africa, and the Americas from 1492 to 1750.

Note: the question does not use a more traditional form of asking you to analyze the changes or continuities about something, directly, but rather expects you to know that is required and is really looking for a process rather than a beginning and an end, or even a beginning, middle or end.

Following the steps outlined below. Do not simply extract the words from above, but rather expand on them or give examples as appropriate.

Topic:
Region(s):
Key Events During Time period (think events rather than years):
Changes: Topic 1
Changes: Topic 2
Continuities: Topic 1
Continuities: Topic 2
Key Steps in Process/Major developments:
World Historical Context
Analyzes Reasons for Continuity and Change

What does the Thesis need to be:

Has acceptable thesis according to the CCOT Rubric.
The thesis must address social AND economic transformations AND the ‘Atlantic world.’
Thesis cannot simultaneously count for transformation, evidence, or global context.
Addresses all parts of the question, though not necessarily evenly or thoroughly

For 2 Points: Essay must accurately describe FOUR social and economic transformations that occurred as a result of new contacts in the Atlantic world from 1492-1750. At least ONE must be social, and at least ONE must be economic. [Bond-Lamberty says three of each would be best]

        Social Transformations                                 Economic Transformations

1.

2.

3.

Substantiates thesis with appropriate historical evidence.

For 2 Points: Include FOUR pieces of historical evidence related to social and economic transformations. The student must cite at least ONE piece of evidence for a social transformation and ONE piece of evidence for an economic transformation. [Bond-Lamberty says three of each would be best]

        Evidence of Social Transformations                    Evidence of Economic Transformations

1.

2.

3.

Uses relevant world historical context effectively to explain continuity and change over time.

The student uses global historical context effectively to show change and continuity in the Atlantic world from 1492 to 1750 by: Placing the Atlantic world in the context of world history, OR Connecting the Atlantic world to global processes, OR Describing the interactions between at least two regions

Analyzes the process of continuity and change over time.

Explains a reason for a change or continuity in the Atlantic world as a result of new contacts among Western Europe, Africa and the Americas from 1492 to 1750 [Bond-Lamberty says analyze reasons for all changes and continuities.]

Analyzes the process of continuity and change over time.

What IS Analysis?

Historical analysis what is being done is breaking down the item being analyzed into its parts which generally include (depending on what is being analyzed):

• historical actors: events, processes, institutions, ideas, etc. (examination of multiple causation which looks at cause and effect relationships)

• evidence (determining the significance and reliability of various perspectives like when point of view is analyzed)

• interpretations of what happened (comparing and contrasting changing versions of developments or theories)

• underlying structures (determining how all the processes, institutions, ideas, events, actors, motives, evidence, interpretations are connected and related and affect each other)

• overall process of change and continuity (connecting different regions and eras)

This is different from just explaining because of the need to look at multiple causation.

For example: if with the 2005 COT question we had asked students to explain a transformation that took place, [it] would have been okay with a single description - (“the population of the Americas declined”).

Instead we required students to go further with looking at why the population declined, ideally several steps forward and backward.

If students were asked to explain the causes of the demographic change in the Americas from 1450-1750, simply describing the Atlantic slave trade and European colonization would cut it; whereas if students were asked to analyze demographic change in the Americas we would want students to also look at why they needed the slave trade, why there was colonization and the differences in which genders were involved.

Analysis Examples

“The mercantilist economies established in Europe redefined the economies of not only of European nations, but of American and African ones as well. Under mercantilism, European colonies in the new world were limited to trade only with their mother countries to ensure profit. The European monarchs would finance gold and silver expeditions in the Americas so that their national treasure would grow. In order to ensure productivity not only in American mines, but on plantations as well, Europe began to enslave Africans and send them to the Americas via the Middle Passage. The Middle Passage was part of a great trading triangle linking Europe, Africa, and America. African slaves were sent to America to work in captivity. America sent raw good to Europe and Europe sent money and good to allied African tribes to pay for slaves. The goods and money exchanged on the Great Circuit profited many European nations and African tribes. Plantation owners in America also became very wealthy. However, the exchange of goods, and not to mention people on the Great Circuit, also reshaped societies socially. “

· Analysis in this paragraph is limited, but is present in the connection between the requirements of mercantilism and the productivity of plantations in the Americas.

· European motives (and trade restrictions) for trade are explored.

· The context of the Middle Passage within the larger trade patterns is described, but there is no evaluation/assessment of the slave trade.

“By 1492, Europe was on the verge of an economic explosion and Africa and America were relatively quiet in the global economy. Long before European contact in Africa, slaves and trans-Saharan slave trade were in existence. Portuguese explorers came upon Africa to find this institution. An institution once belonging to Africa would become globalized. Europeans soon began to export slaves to their countries and eventually to the American economies. The slave trade put Africa on the map as a contending economic power. The slave workers fueled the American economies soon thereafter. The Europeans had difficulty in finding and maintaining native-American labor - slaves filtered into the Caribbean, Brazil, and the southern U.S. to serve on plantations. The sugar industry was growing in Europe and the slaves satisfied the Portuguese sweet-tooth on the “engenhos” and in other lands. By creating the triangular slave trade, the Americans entered the global economy and Europe morphed into a more powerful one. “

· This paragraph weaves together multiple good writing characteristics.

· It places each continent into global context at the beginning of the time period.

· The institution of slavery over time is nicely described within the larger framework of global trade patterns.

· The slave trade’s effect on Africa’s place in global community is directly noted, as well as the economic effect the slave trade had on the Americas.

· Europeans’ motives are explored, and the paragraph finishes with a succinct summarization of the slave trade’s overall effect on both Europe and the Americas. WORLD HISTORY SECTION II Part B

(Suggested planning and writing time - - - 40 minutes)

Percent of Section II score – 33 1/3

Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that:

Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Uses world historical context to show change over time and/or continuities. Analyzes the process of change over time and/or continuity.

2. Analyze the social and economic transformations that occurred in the Atlantic world as a result of new contacts among Western Europe, Africa, and the Americas from 1492 to 1750.

Note: the question does not use a more traditional form of asking you to analyze the changes or continuities about something, directly, but rather expects you to know that is required and is really looking for a process rather than a beginning and an end, or even a beginning, middle or end.

Following the steps outlined in your COT guide from the other day. Do not simply extract the words from above, but rather expand on them or give examples as appropriate.

Topic:

        Social transformations - class, ethnicity, gender     and

Economic transformations - trade, labor, money, wealth, production.

Region(s):

Atlantic World in Europe (Spain and Portugal), Africa (Kongo and Gold Coast), and Americas (Mexico, Caribbean, Brazil).

Key Events During Time period (think events rather than years):

        Beginning of Columbus’ exploration to pre-independence Americas

Changes:

Topic 1 - Social – New classes, ethnicities, women lose standings in Africa and Americas

Topic 2 - Economic – New trade goods, mercantilism, change in labor systems, triangular trade, new wealth (mineral and plantations)

Continuities:

Topic 1 - Social – continued hierarchical societies including slavery, women still in low position in Europe, men still in a high position in Europe

Topic 2 - Economic – continued reliance on unprocessed goods and agriculture, continued practice of slave trade,

Process/Major developments:

           Columbus landing in Americas

           Spanish Colonization

           Sugar plantations spread from Europe to Americas

           Need for additional labor as native populations die off

           Increase in slave trade – demographic impact

           Changes within Africa in terms of power – rise of Kongo, then decline)

Global Context

           Columbus landing in Americas

           Need for silver to trade with China and India

           Lack of European access to Asian trade routes

           Mercantilism

           Immunity to disease brought over from the Old World to the Americas

Analyzes Reasons for Change/Continuity

           Miscegenation, diseases, differences in gender roles/Christianity;

           Lack of industrialization, gender structures and labor practices

Thesis

The thesis must address social AND economic transformations AND the ‘Atlantic world.’

Thesis cannot simultaneously count for transformation, evidence, or global context.

Unacceptable

“There were many transformations in the Atlantic world as a result of new contacts among Western Europe, Africa, and the Americas from 1492 to 1750.”

This is merely a rephrasing of the question. “Many” is a virtually meaningless qualifier. Be more specific!

“Columbus’ discovery of the New World had a huge impact on the future of the Atlantic world.” or

“Europe dominated the Americas through military technology and political absolutism.”

Off topic. The question asks the reader to focus on the social and economic transformations, NOT the degree of Columbus’ impact, or military & political developments. This illustrates why it is so important to read the question carefully and spend time organizing the essay BEFORE actually writing. Not only would this not earn the Thesis point, it might also distract the writer from earning point #3 (Evidence). Make sure to answer precisely what the question asks.

“Europe was going through a social and economic transformation from 1492-1750 as it moved beyond feudalism and into the modern era.”

Off-topic. This thesis reflects a ‘European history’ point of view. Europe’s relationship to Africa and the Americas is a key part of this question, but a thesis devoted solely to any one continent is irrelevant. Too often students devote considerable effort to the Renaissance, Scientific Revolution, Reformation, Absolute Monarchy, English Civil War, etc. without relating it back to the rest of the Atlantic world.

“Between 1492-1750 Europe grew both socially and economically, while Africa and the Americas suffered.”

        Too vague.

“Although Europe quickly dominated the economic aspects of the Columbian Exchange, their social influence in Africa and the Americas developed more slowly.”

        Missing continuities, but accepted last year as excellent due to lack of continuities in the pool.

Acceptable

“As Europe came to economically dominate trans-Atlantic trade with Africa and the Americas, dramatically changing labor systems and the distribution of wealth, their influence over social customs also expanded changing class structures, ethnicities and role of women in Africa and the Americas. At the same time the basic structure of the economies remained the same while hierarchies continued with women in Europe holding the same gender roles.”

Addresses all parts of the question, though not necessarily evenly or thoroughly

For 2 Points: Essay must accurately describe FOUR social and economic transformations that occurred as a result of new contacts in the Atlantic world from 1492-1750. At least ONE must be social, and at least ONE must be economic. [Bond-Lamberty says three of each would be best]

For 1 Point: describe ONE social and ONE economic transformation.

Note: 3 economic transformations would earn 0 points (there must be at least 1 social transformation)

Note: The nature of this question makes it difficult to distinguish between a “transformation” and “evidence.” General long-term trends (Columbian Exchange, spread of slavery) usually counted as a transformation, while specific examples (potatoes, Kongo) counted as evidence. Readers paid close attention to the verb to identify transformations. Statements that indicated a conclusion, connection, or cause & effect were the most obvious transformational verbs, and often indicated analysis (point #5) as well. Likewise, the distinction between social and economic transformations was subtle. Often the context of the statement framed readers’ interpretation.

Unacceptable Students often rephrased a single transformation, repeating it in a later paragraph. Each transformation could only count ONCE. Readers had to pay close attention to the substance of the statement.

Acceptable

“As the slave trade increased, it changed the native population.” = social trans.

“As the slave trade increased, it changed the native standard of living.” = economic trans.

Social Transformations (w/ Evidence) Economic Trans. (Evidence)

• European colonization • Columbian Exchange

• Slave trade • Slave trade / Triangle trade

• European rule – replacement of ruling classes • Spanish rule (encomienda, repartimento)

• Social stratification (peninsulars, creoles, • Mercantilism

        mestizos, mulattos, zambos, etc.)                              • Prerequisites for industrial revolution

Substantiates thesis with appropriate historical evidence.

For 2 Points: Include FOUR pieces of historical evidence related to social and economic transformations. The student must cite at least ONE piece of evidence for a social transformation and ONE piece of evidence for an economic transformation. [Bond-Lamberty says three of each would be best]

For 1 Point: Include TWO pieces of historical evidence related to social and economic transformations. The student must cite at least ONE piece of evidence for a social transformation and ONE piece of evidence for an economic transformation.

Note: The nature of this question makes it difficult to distinguish between a “transformation” and “evidence.”

Unacceptable

“The exchange of ideas caused both the American and French Revolutions.”

This ‘evidence’ is outside the time frame (post-1750). Numerous weak essays seemed to be borrowed from students’ US history class experiences, dwelling on John Smith, Pocahontas, Jamestown, the Pilgrims, Plymouth Rock, or Thanksgiving.

Acceptable

“The spread of diseases among the native Americans motivated Europeans to find an alternative labor source, which they satisfied with the introduction of the African slave trade.”

        Disease = transformation, slave trade = supporting evidence.

“The interactions of the Atlantic world caused a population decline in the Americas while Africa's population increased. The Aztecs and the Incas, for example, were not immune to new diseases such as smallpox which wiped out much of their society.”

In this case, the transformation is the American population decline of which disease is a point of evidence. “

“As a result of interactions in the Atlantic World, new cultural traditions appeared in the Americas. The slave trade brought Africans to the Americas where Africans mixed with Native Americans and Europeans to form new languages and religions.”

In this case, “new cultural traditions” constitutes the transformation while the slave trade becomes evidence of that transformation.

Note how the evidence should relate back to the thesis (from p. 1). It shouldn’t just “hang out there” unrelated to anything else in the essay.

“The introduction of the Europeans into the Americas vaulted them to the top of the social systems, replacing the previous native nobles.”

Excellent

An essay that provides abundant specific historical evidence to substantiate the thesis.

Social: mulattoes, class system, Kongo

Economic: slave trade, mita, Potosi Uses global historical context effectively to show continuity OR change.

The student uses global historical context effectively to show change OR continuity in the Atlantic world from 1492 to 1750 by:

•Placing the Atlantic world in the context of world history,

OR

•Connecting the Atlantic world to global processes,

OR

•Describing the interactions between at least two regions

In other words, students should know how ‘Specific Example A’ compares with ‘Global Trend #1.’ (e.g. Does the example reflect or contradict the overall global trend? What are the major milestones/turning points in the development of the global trend?) This requires students to know what the global trends ARE, and then be able to cite specific examples that support their topic sentences.

Unacceptable

“The slave trade was an example of an Atlantic world transformation from 1492-1750.”

The essay must explicitly describe the interaction between two specific regions. Simply rephrasing this statement to “The slave trade from Africa to the Americas was an example...” would have earned the point.

Acceptable

Note: Virtually any accurate, relevant statement that described a relationship linking Europe, Africa, and the Americas between 1492-1750 would satisfy this requirement. Readers anticipated that this would be the easiest point to earn. Unfortunately, approx. 10% of essays (in this reader’s experience) did not meet even this minimal requirement.

The social status of European women remained constant from 1492-1750 as European social customs were transplanted to the Americas.

Excellent

The discovery of silver in the Americas, greatly affected the international flow of silver and created inflationary conditions in many markets, including China and Spain.