1. Write More/Grade Less
This PowerPoint will be available at mrgeoffrion.com
-Select “AP European History”
-Click on “Blog”

2. Origin Story
In a time and place much like this one (APAC 2012, Orlando) I attended a workshop on writing. I forgot who was leading it, but the title was something along the lines of “Improving Student Writing with Technology.” The presenter did this using Google Groups and tablets. My students don’t have tablets and Google Groups seemed to add more work on the front end of the lesson with very little payoff (technology for the sake of technology). So, I adjusted the lesson to fit the technology I have in my classroom. The idea is that instead of grading 120 essays every week, an AP teacher could occasionally have a week where they are grading 40 essays or even 40 parts of essays (body paragraphs)

3. Groups: Please meet in the following groups
John, Paul, Ringo
Alan, Dana, Mike
Carrie, Bobby, Nolan
Jessica, Jim, Shauna
Stephanie, Sarah, Don
Candice, Brittney, Terry
Nancy, Tracy, Andrew
Kimberly, Stacy, Melissa
Step 1: Create Mixed Ability Groups

4. Directions: In your group, briefly discuss, and plan for an essay answering the prompt below:
Prompt: Analyze continuities and changes regarding the relationship between religious and political authority in one of the following places during the period between
-Great Britain
-France
-Italy
Rephrase the prompt: What are you being asked to do? What is the subject? What is the verb?

5. Modification: Plan Before Forming Groups
It may be worthwhile to have students plan the essay before moving into their groups to ensure they all have something to contribute.

6. Prompt: Analyze continuities and changes regarding the relationship between religious and political authority in one of the following places during the period between Great Britain -France -Italy
Continuities
Analysis (Why)
Changes

7. What if we are planning a comparative essay?
3. Compare and contrast the political and economic effects of the Cold War (1945 – 1991) on Western Europe with the effects on Eastern Europe
Western Europe
Eastern Europe

8. But wait. Didn’t that question have two parts??
3. Compare and contrast the political and economic effects of the Cold War (1945 – 1991) on Western Europe with the effects on Eastern Europe
Western Europe
Eastern Europe
Political Effects
Economic Effects

9. Directions: In your groups, write an essay addressing the prompt below
Directions: In your groups, write an essay addressing the prompt below. Make sure your body paragraphs contain TASC.
Once students have done this enough times, This becomes the only slide I show them.
Prompt: Analyze continuities and changes regarding the relationship between religious and political authority in one of the following places during the period between
-Great Britain
-France
-Italy
Short on time? For “two part” skills like continuity/change over time, comparison, or cause/effect have odd number groups write just a body paragraph for one while even number groups do the other.
Topic sentence addressing specific continuities or changes that ties back to the thesis
Analysis as to WHY the continuity or change occurred
Support with historical evidence/examples that prove your thesis
Connect to a larger context, theme, region, time period, or discipline (Synthesis)

10. Want to make a longer-term project out of it?
This activity could be done outside of the classroom and address the skill in other ways besides producing an essay. Student groups could create:
PowerPoints including evidence in a variety of mediums (text, visual, audio, video).
Prezis doing the same thing as a PowerPoint, but with an added benefit of motion sickness.
Videos for students with access to the needed resources (like an iPhone). Include the requirement of a signed release from all participants and create a class Youtube channel.

11. Additional Notes:
In class, I place time constraints on students. The process of working in a group usually will slow the students down by about 10 minutes. Once all essays are complete, if time allows, it is often helpful to grade the essays as a class under the document camera and discuss the points earned as well as how to improve the points that fall short. This could likely be modified to fit other historical thinking skills (causation or periodization).