Identify patterns of continuity and change over time and explain the significance of such patterns.
Explain how patterns of continuity and change over time relate to larger historical processes or themes.
Explain ways historical events and processes can be organized into discrete, different, and definable historical periods.
Evaluate whether a particular event or date could or could not be a turning point between different, definable historical periods, when considered in terms of particular historical evidence.
What are the major patterns of continuity or change over the time period and was there more continuity or change over that time period?
X = continuity or change, what there was less of, your counter-argument explained thoroughly with a piece of specific evidence or example
A, B = continuity or change during the specified time period, what there was more of, broken up into organizational categories Y = your assertion statement regarding more change or more continuity
What has changed within a specific time period?
What has remained the same within a specific time period?
What can explain why some things have changed and others have not?
How are continuity and change represented in different types of sources; for example, in graphs, charts, political cartoons, and texts? What might be the reasons behind different depictions of continuity and change?
How do we practice this in class?
In class we learn this during Graphic Organizers, Socratic Seminar, Lecture, Cornell Notes, and Practice Essays.
Why are the questions significant for analysis?
Discussions of cause and effect focus on change, but both change and continuity are important to historians. Even in moments of tremendous change, such as the American Civil War, for most people who lived through it, attitudes concerning the family and gender roles remained the same. Some of the most interesting questions that historians investigate ask why, at the same moment in history, some things change while others do not.
Where you prove that you can do this on the exam
The DBQ, Multiple Choice, Short Answer and Long Essay
Instructional Strategies for the Underlying Questions
Give students a range of years, such as 1850–1914, and ask them to identify three aspects of American life and society that changed in those years and three aspects that did not.
Pick a specific date or event that is usually associated with great change, such as 1945. Have students discuss what did not change from before 1945 to after 1945.
After a class discussion focusing on change and continuity during a certain period or around a specific event, ask students to write a short paragraph explaining why some aspects of society changed while others didn’t.
Compare a variety of primary and secondary sources concerning the Industrial Revolution. Discuss with students how each source depicts and explains change during the Industrial Revolution. Then ask students what the sources don’t include, focusing on both change and continuity.
Email: Patenl@nv.ccsd.net AP/Honors United States History Senior Class Advisor
Class Schedule P1 - APUSH P2 - US Hon P3 - US Hon P4 - US Hon P5 - US HonP6 - PREP P7 - PREPP8 - US Hon