CCOT Steps
STEPS
STEP 1: Read the Question
STEP 2: Answer: What is the Question really asking?
A. Look for cues such as starter words
i. "Why" means analysis and begets the words / phrases:
because, due to, for the reasons, caused by, as a result of, leads to
as well as philosophical reasoning such as universal truths, statements about humanity, patterns, and designs
ii. "How" (not to be confused with "how many" or "how much") suggests a process and/or an explanation
iii. "To What Extent" suggests and qualifying amount, as in a non-absolute (no "always" or "never" concepts). Aim at the grey area, as in words/phrases: partially, mostly, mainly, hardly, frequently, etc.
and always include the explanation of why there is not an absolute. PERSIA should help you do this.
iv. "When", "Where", "What" questions should be considered background histories or WHC questions (World Historical
Context). You alway need to answer these questions whether they are asked or not.
v. CCOT: Embedded in this question type is Change. To answer this you need at least two items
- a baseline (a starting point)
- the change (the new point)
- why the change took place
vi. CCOT: Embedded in this question type is Continuity. To answer this you need at least three items
- a starting point
- a different point in time where the item remains constant
- reasons for this consistency
vii. CCOT: Embedded in this question type is the concept of "Over Time". To answer this you need at least three points
in time (sometimes given in the question)
B. Beware of TRAPS
i. Showing change or continuity of two different regions or situations, e.g. Japan was in isolation until China opened her doors during the Opium trade. This example is obvious, but can be masked, as in: Asia was in isolation until China opened her doors during the Opium trade. (this suggests all of Asia was opened as a result...which wasn't true as Japan remained closed until Perry comes along)
ii. Generalizations in the factual portions. Just remember the setup rule: General/Specific/General (or Intro/Body/Conclusion).
iii. Facts that do not contribute to the point you are making. Just remember the rule: Keep a little thesis in each paragraph. You are trying to do two things in an essay: prove your thesis (win an argument) and show off your historical knowledge.
iv. Being wrong about your history. Remember being wrong won't hurt you on the rubric, but not being right will. Additive Approach grading (as used in college board) gives you points for being right, but doesn't minus points for being wrong. Therefore you have to be right about some things. Rule of thumb: when it doubt, generalize/philosophize then move on.
v. Wrong region / wrong time period. Know them.
C. Write body. Get your historical facts down. Put them in order. Try, as best you can, to stay themed, then extract a main idea from what you just wrote.
D. Write intro. Include: Grabber/Baseline/Thesis/Explanation set up. Be sure to include elements of PERSIA and explain your set up.
E. Write conclusion if you have time. Make it an analysis rather than just a restatement of the intro.
F. Underline thesis. Rework if needed. Underline the points in the paragraphs that point back to it.
G. Revise for next class.
STEP 1: Read the Question
STEP 2: Answer: What is the Question really asking?
A. Look for cues such as starter words
i. "Why" means analysis and begets the words / phrases:
because, due to, for the reasons, caused by, as a result of, leads to
as well as philosophical reasoning such as universal truths, statements about humanity, patterns, and designs
ii. "How" (not to be confused with "how many" or "how much") suggests a process and/or an explanation
iii. "To What Extent" suggests and qualifying amount, as in a non-absolute (no "always" or "never" concepts). Aim at the grey area, as in words/phrases: partially, mostly, mainly, hardly, frequently, etc.
and always include the explanation of why there is not an absolute. PERSIA should help you do this.
iv. "When", "Where", "What" questions should be considered background histories or WHC questions (World Historical
Context). You alway need to answer these questions whether they are asked or not.
v. CCOT: Embedded in this question type is Change. To answer this you need at least two items
- a baseline (a starting point)
- the change (the new point)
- why the change took place
vi. CCOT: Embedded in this question type is Continuity. To answer this you need at least three items
- a starting point
- a different point in time where the item remains constant
- reasons for this consistency
vii. CCOT: Embedded in this question type is the concept of "Over Time". To answer this you need at least three points
in time (sometimes given in the question)
B. Beware of TRAPS
i. Showing change or continuity of two different regions or situations, e.g. Japan was in isolation until China opened her doors during the Opium trade. This example is obvious, but can be masked, as in: Asia was in isolation until China opened her doors during the Opium trade. (this suggests all of Asia was opened as a result...which wasn't true as Japan remained closed until Perry comes along)
ii. Generalizations in the factual portions. Just remember the setup rule: General/Specific/General (or Intro/Body/Conclusion).
iii. Facts that do not contribute to the point you are making. Just remember the rule: Keep a little thesis in each paragraph. You are trying to do two things in an essay: prove your thesis (win an argument) and show off your historical knowledge.
iv. Being wrong about your history. Remember being wrong won't hurt you on the rubric, but not being right will. Additive Approach grading (as used in college board) gives you points for being right, but doesn't minus points for being wrong. Therefore you have to be right about some things. Rule of thumb: when it doubt, generalize/philosophize then move on.
v. Wrong region / wrong time period. Know them.
C. Write body. Get your historical facts down. Put them in order. Try, as best you can, to stay themed, then extract a main idea from what you just wrote.
D. Write intro. Include: Grabber/Baseline/Thesis/Explanation set up. Be sure to include elements of PERSIA and explain your set up.
E. Write conclusion if you have time. Make it an analysis rather than just a restatement of the intro.
F. Underline thesis. Rework if needed. Underline the points in the paragraphs that point back to it.
G. Revise for next class.
Question 1: Change
Using a region that is different from your Study Group, as well as your bullet list prepared for today's class, answer the following question: Why do things change? (40minutes)
Notes on Change
Note the things that changed.
Note the reasons things changed.
Note the process to change things.
Note the slight variations on the change (i.e. differences in their sameness)
Using PERSIA, here are some explanations of Change.
Political - Foreign invasion / occupation, war v. peace, systemic change (type of government, type of leader, who is leading), emphasis on local/ regional governments v. emphasis on centralized governments, enfranchisement v. disenfranchisement (who has / does not have a voice in government), authoritarian v. democratic,
Economic - sources of wealth, systems of wealth, control of material goods, production of goods and movement of goods, money stystems, commercial ventures, stagnant v. flow of capital, allocation of resources, middle man management, political hegemony, trade blocs, war and peace, wealth and poverty
Religious - core relgion v. institutionalized religion, level of religious authority (hierarchical v. individual), image of god(s), attachment to natural world v. supernatural world, belief in moral code v. amorality, belief in enlightenment as a path to perfection, belief in afterworld / emphasis on this v. that world, the whole package of religious belief v. its ability to be amended, sects v. orthodox, orthodoxy v. orthpraxis, governmental type as a house for religious belief (theocracy v. secular)
Social- population demographics of a society (homogeneous v. hetrogeneous), dominant v. minority cultures (not based on population, but based on power structures), gender contributions to society (equal roles v. designated roles), success rates of social uprisings and civil rights movements, religious hierarchy, social class/caste/casta systems, attitudes towards slavery / labor force, working class (proliteriate) v. elite classes
Intellectual - technological advancements (progression), technological decay (regression), acceptance of technology, including understanding of functions and uses, innovative spirit v. isolationistic spirit (acceptance of change), absolutism v. free will (political leak over into technology), raw materials and infrastructure (ability to actually implement the ideas), promotion v. "dying on the vine" (the acceptability - economically, politically, religiously, socially - of the innovation / invention), scientific knowledge v. superstition (ability to use scientific methodology)
Arts - extent of reflectiveness in society (cataclysmic events v. traditions), technological breakthroughs (invention of new genres), extent of art's purposes (political, religious, economic motivation; i.e. propagandic or codification, proselytization, commercialization) , personal experience v. public experience, marketing efforts
Note the reasons things changed.
Note the process to change things.
Note the slight variations on the change (i.e. differences in their sameness)
Using PERSIA, here are some explanations of Change.
Political - Foreign invasion / occupation, war v. peace, systemic change (type of government, type of leader, who is leading), emphasis on local/ regional governments v. emphasis on centralized governments, enfranchisement v. disenfranchisement (who has / does not have a voice in government), authoritarian v. democratic,
Economic - sources of wealth, systems of wealth, control of material goods, production of goods and movement of goods, money stystems, commercial ventures, stagnant v. flow of capital, allocation of resources, middle man management, political hegemony, trade blocs, war and peace, wealth and poverty
Religious - core relgion v. institutionalized religion, level of religious authority (hierarchical v. individual), image of god(s), attachment to natural world v. supernatural world, belief in moral code v. amorality, belief in enlightenment as a path to perfection, belief in afterworld / emphasis on this v. that world, the whole package of religious belief v. its ability to be amended, sects v. orthodox, orthodoxy v. orthpraxis, governmental type as a house for religious belief (theocracy v. secular)
Social- population demographics of a society (homogeneous v. hetrogeneous), dominant v. minority cultures (not based on population, but based on power structures), gender contributions to society (equal roles v. designated roles), success rates of social uprisings and civil rights movements, religious hierarchy, social class/caste/casta systems, attitudes towards slavery / labor force, working class (proliteriate) v. elite classes
Intellectual - technological advancements (progression), technological decay (regression), acceptance of technology, including understanding of functions and uses, innovative spirit v. isolationistic spirit (acceptance of change), absolutism v. free will (political leak over into technology), raw materials and infrastructure (ability to actually implement the ideas), promotion v. "dying on the vine" (the acceptability - economically, politically, religiously, socially - of the innovation / invention), scientific knowledge v. superstition (ability to use scientific methodology)
Arts - extent of reflectiveness in society (cataclysmic events v. traditions), technological breakthroughs (invention of new genres), extent of art's purposes (political, religious, economic motivation; i.e. propagandic or codification, proselytization, commercialization) , personal experience v. public experience, marketing efforts
Change Phrases
Words and Phrases to Use to show that you understand CHANGE
Question 2: Continuity
Using a region that is different from your Study Group, as well as your bullet list prepared for today's class, answer the following question: Why are things constant? (40minutes)
Notes on Continuity
Using PERSIA, here are some explanations of Continuity.
Note the things that stay the same.
Note the reasons things stayed the same.
Note the process to keep things the same.
Note the slight variations on the continuity (i.e. differences in their sameness)
Political - traditionalists views, status quo, allocation of resources, systems of domination, colonization, societal respect for authority, levels of succession of power, levels equality
Economic- Stringent class structure, geography of trade, use of technology/innovation in economic systems, cycles of the economy
Religious- dogmatic canon, power/authority in religious leadership, tie in with political and economic segments of society, societal moral codes as emphasized in other segments of society, levels of tolerance / intolerance
Social- societal, political, military, artistic pressure on social positions, levels of enfranchisement, traditional roles for gender, race, age, etc.
Intellectual - lack of need for innovation, political positioning to keep things status quo, rich geographical / agricultural produce, lack of emphasis on scientific inquiry
Arts - preservation of ancient forms and traditions, mass message, propaganda of thoughts and ideas, art as a political / religious tool, symbolology
Note the things that stay the same.
Note the reasons things stayed the same.
Note the process to keep things the same.
Note the slight variations on the continuity (i.e. differences in their sameness)
Political - traditionalists views, status quo, allocation of resources, systems of domination, colonization, societal respect for authority, levels of succession of power, levels equality
Economic- Stringent class structure, geography of trade, use of technology/innovation in economic systems, cycles of the economy
Religious- dogmatic canon, power/authority in religious leadership, tie in with political and economic segments of society, societal moral codes as emphasized in other segments of society, levels of tolerance / intolerance
Social- societal, political, military, artistic pressure on social positions, levels of enfranchisement, traditional roles for gender, race, age, etc.
Intellectual - lack of need for innovation, political positioning to keep things status quo, rich geographical / agricultural produce, lack of emphasis on scientific inquiry
Arts - preservation of ancient forms and traditions, mass message, propaganda of thoughts and ideas, art as a political / religious tool, symbolology
Continuity Phrases
Phrases to Use to show you understand Continuity
Question 3: Over Time
What does Over Time mean?
Notes on Over Time
PERSIA
Political
Economic
Religious
Social
Intellectual
Arts
Political
Economic
Religious
Social
Intellectual
Arts
Over Time Phrases
Phrases to Use to show you understand Over Time
Over Time Usually denotes:
Multiple Periods with the same:
a. stakeholders
this could be political, economic class, religious leaders/followers, social group, intellectual / scientific society, or
artists / craftsmen.
this should not be universal in the sense of "throughout history"
b. region
this could be local, regional, or centralized
this should not be global in the sense of "everywhere"
Over Time Usually denotes:
Multiple Periods with the same:
a. stakeholders
this could be political, economic class, religious leaders/followers, social group, intellectual / scientific society, or
artists / craftsmen.
this should not be universal in the sense of "throughout history"
b. region
this could be local, regional, or centralized
this should not be global in the sense of "everywhere"