Question 2—Continuity/Change Over Time
AP WORLD HISTORY2006 SCORING GUIDELINESQuestion 2—Continuity/Change Over TimeBASIC CORE (competence)(Historical skills and knowledge required to show competence.)0–7 Points1. Has acceptable thesis. The thesis must address both change and continuity within the time period. In the thesis, both change and continuity must be qualified, and it must addressrelevant cultural and/or political developments. The thesis cannot be split and must be located in either the introductoryparagraph or the conclusion.o It may be a number of contiguous sentences.o It cannot simply repeat the question.A global reference is not necessary to get the thesis point.1 Point2. Addresses all parts of the question, though not necessarily evenly orthoroughly.For 2 points: The essay provides relevant discussion of both continuity and change withinthe time period.For 1 point: The essay provides relevant discussion of either continuity or change withinthe time period.3. Substantiates thesis with appropriate historical evidence.For 2 points: The essay provides accurate and specific evidence of both culture and politicswithin the time period.For 1 point: The essay provides accurate and specific evidence of either culture or politicswithin the time period.4. Uses relevant world historical context effectively to explain changeover time and/or continuity. The essay provides accurate and relevant world historical context for eitherchange or continuity. This context may relate to broad world historical patterns or to specificglobal historical developments.5. Analyzes the process of change over time and/or continuity. The essay analyzes (with accuracy and specificity) the causes of eitherchange or continuity across the majority of the time period. This analysis may be split.It may not count as the thesis point.2 Points2 Points1 Point1 Point 2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).4
AP WORLD HISTORY2006 SCORING GUIDELINESQuestion 2—Continuity/Change Over Time (continued)EXPANDED CORE (excellence)0–2 Points(Historical skills and knowledge required to show excellence.)The basic core score of 7 must be achieved before a student can earn expanded core points.Examples: Has a clear, analytical, and comprehensive thesis. Analyzes both change and continuity. Provides even and ample evidence of change and continuity. Provides even and ample evidence of politics and culture. Addresses both broad world historical patterns and specific global historical developments indiscussing global context. Gives a sophisticated analysis of the entire time period. 2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).5
2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
AP World History2006 SCORING COMMENTARYQuestion 2—Continuity/Change Over TimeOverviewStudents were to discuss and analyze significant changes and continuities in political structures andinstitutions, and in cultural practices and institutions, during the late classical period in one of threecivilizations: Chinese, Roman, or Indian. In all three, this era saw the breakdown of centralized politicalinstitutions due to internal problems and external threats. Students were to place these developmentswithin a world historical context.Sample: 2AScore: 8The essay presents the thesis in the first two sentences, with the first sentence discussing change and thesecond continuities (1 point). The essay discusses both change and continuity in the time period(2 points). It provides evidence of political changes associated with the fall of the Gupta Empire and ofseveral cultural continuities, including Hinduism, the caste system, and artistic styles (2 points). Itprovides two types of world context with a discussion of the Hun invasions and a comparison of lateclassical India with Rome and China (1 point). It analyzes the unusual political unity of the Gupta periodand the role of the caste system in providing stability (1 point). The essay earned an expanded core pointfor its especially strong discussion of continuities (1 point).Sample: 2BScore: 6The thesis of the essay does not address continuities, so it did not receive the thesis point. It discussesboth changes and continuities in the time period (2 points). The essay provides evidence for a number ofpolitical changes, including political instability, the division of the Roman Empire, and the government’sinability to collect taxes effectively. The essay also provides evidence of political continuities, particularlyin terms of the Byzantine Empire, and of cultural changes, focusing on Christianity (2 points). Worldcontext is brought in with a discussion of the Hun invasions (1 point). The essay analyzes ways in whichmany different factors led to the decline of the Western Empire and why Constantine’s actions led morepeople to become Christian (1 point).Sample: 2CScore: 3The essay does not have a valid thesis—the first sentence is insufficiently qualified. It discusses changesand continuities in the time period (2 points). The essay only provides accurate evidence of culturalchanges, especially the challenge of Buddhism, and of cultural continuities, including Hinduism and thecaste system (1 point). No political evidence and no discussion of world historical context in the timeframe of the question are provided, as the Mongols and the spread of Islam to India are out of the period.There is no analysis of the causes of change or continuity. 2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
over time and/or continuity. 1 Point The essay provides accurate and relevant world historical context for either change or continuity. This context may relate to broad world historical patterns or to specific global historical developments. 5. Analyzes the process of change over time and/or continuity. 1 Point The essay analyzes .File Size: 457KBPage Count: 10
2. Continuity and Change over Time: 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, your counter-argument A, B, C continuity or change during the specified time period, broken up into organizational categories
Continuity of Operations Division via e-mail at . FEMA-NCP-Federal-Continuity@dhs.gov. Questions concerning this template may be directed to: National Continuity Programs . Continuity of Operations Division . Federal Emergency Management Agency . 500 C Street, SW, Suite 515 . Washington, DC 20472 . FEMA-NCP-Federal-Continuity@dhs.gov (202) 646-3187
Surface Continuity Palette Evaluate Continuity Surface Continuity The Surface Continuity evaluation allows users to check the relationship between two surfaces based on the position (G0), tangent (G1), and curvature (G2) continuity. Green indicates that the continuity is acceptable between surface
Course Agenda Sample AM PM Day 1 Unit 1: Introductions and Course Overview Unit 2: Requirements for Continuity Planning Unit 3: Elements of a Viable Continuity Program (Part I) Unit 4: Elements of a Viable Continuity Program (Part II) Day 2 Unit 5: Developing Continuity Plans and Procedures Unit 6: Operating in a Continuity Environment
11/19/2015 7 Today we will: Define business continuity Compare and contrast business continuity with emergency management Describe the elements of a viable continuity plan Illustrate the process used to plan for continuity of operations Identify strategies for building support for business continuity activities and programs Review case studies and identify the lessons
Continuity/Change over Time American Foreign Policy, 1898-1945 From the 2015 Revised Framework: Students Willl. ANALYZE PATTERNS OF CONTINUTY AND CHANGE OVER TIME 1. Identify patterns of continuity and change over time and explain the significance of such patterns. 2.
change and continuity over time, Recognize, describe, and analyze historical patterns of continuity and change over time (of varying lengths). Connect patterns of continuity and change over time to larger historical processes of themes. comparison, Describe, compare, and evaluate multiple historical developments within
in Prep Course Lesson Book A of ALFRED'S BASIC PIANO LIBRARY. It gives the teacher considerable flexibility and is intended in no way to restrict the lesson procedures. FORM OF GUIDE The Guide is presented basically in outline form. The relative importance of each activity is reflected in the words used to introduce each portion of the outline, such as EMPHASIZE, SUGGESTION, IMPORTANT .
