Obviously, humans have changed a lot over time. Write about this, and then help improve a classmate's writing by evaluating their essay using the Big History writing rubric. Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017

1. TEACHER MATERIALS
CHANGE OVER TIME ESSAY
Purpose
Students will write an essay in which they discuss how our knowledge of human origins has changed over time. This essay will help them work on their writing and
peer editing skills, and help prepare them for writing their Little Big Histories.
Process
Students will analyze how our knowledge of human origins has changed over time. They’ll begin with how scientists and the public viewed the origins of humans
prior to Charles Darwin’s publication of On the Origin of Species (1859), and proceed up to today. They’ll have to do a bit of research on this topic in order to learn
about their starting point (how people viewed human origins prior to Darwin), all the way to their end point. In order to properly develop a change over time essay,
students need to establish that a change in thinking occurred between the time of Darwin and today. Therefore, a clear explanation of how theories changed from
the starting point through the years to the end point is necessary. An analysis of how this change developed is also required. Students should include information
about problems that might have arisen during this progression, such as some of the issues people had with accepting new theories, or how certain discoveries
might have thrown previous knowledge out the window.
Remind students that they will be writing an essay that must have a thesis statement with at least five pieces of evidence to support it. They should review the Big
History Writing Rubric (attached) to ensure they have included all required elements and that these elements meet or exceed the standard. Students should also
be reminded that their essay must focus on change over time as it relates to the topic: How has our knowledge of human origins changed from the early nineteenth
century to today? After they’ve written and proofread their own essay, pair students together to peer edit each other’s work. They should use the Big History Peer
Review Rubric (also attached) to evaluate their partner’s essay.
BIG HISTORY PROJECT / LESSON 6.0 ACTIVITY

2. STUDENT MATERIALS
CHANGE OVER TIME ESSAY
Purpose
For this closing activity you’ll write an essay in which you discuss how our knowledge of human origins has changed over time. This essay will help you work on
your writing skills and prepare you for writing your Little Big History.
Process
You’ll analyze how our knowledge of human origins has changed over time. You’ll begin with how scientists and the public viewed the origins of humans prior to
Charles Darwin’s publication of On the Origin of Species (1859), and proceed up to today. You’ll have to do a bit of research on this topic in order to learn about your
starting point (how people viewed human origins prior to Darwin), all the way to your end point. In order to properly develop a change over time essay, you need to
establish that a change in thinking occurred between the time of Darwin and today. Therefore, a clear explanation of how theories changed from the starting point
through the years to the end point is necessary. An analysis of how this change developed is also required. This means that you need to provide information about
problems that might have arisen during this progression, such as some of the issues people had with accepting new theories, or how certain discoveries might
have thrown previous knowledge out the window.
Remember that you will be writing an essay that must have a thesis statement with at least five pieces of evidence to support it. Review the Big History Writing
Rubric to ensure that you’ve included all elements and that these elements meet or exceed the standard. Also, remember that your essay must focus on change
over time as it relates to the topic: How has our knowledge of human origins changed from the early nineteenth century to today? After you’ve finished writing and
proofreading your own work, your teacher will pair you up with a classmate to peer edit each other’s essays. Use the Big History Peer Review Rubric to evaluate
your partner’s essay.
BIG HISTORY PROJECT / LESSON 6.0 ACTIVITY

3. STUDENT MATERIALS
1
BIG HISTORY PROJECT
Introduction
Peer review is a useful tool in the classroom and serves multiple purposes for learning. Having these criteria available as you work on your assignment should help you to better understand the
writing and revision process, as well as orient you to the requirements of the assignment.
As part of this process, remember that you are taking on two important roles.
1. Writer—as a writer, peer review is a low-stakes way to find out how well your writing is working. Are you conveying your message? Are you supporting your assertions with scientific
evidence? Are you crafting a clear and cogent argument?
2. Reviewer—as a reviewer, you have the opportunity to see what someone else is doing in the context of your assignment. Not only does this help to remind and orient you to the required
elements of your work, it also helps you to critically and constructively evaluate how a writer might improve their writing skills.
In-Class Directions
1. Trade essays with one other person in your class.
2. Read the essay through once. Don’t write on the paper and don’t take notes, just read it.
3. After you’re done reading, review the checklist that you discussed in class about the most important elements of a persuasive essay. If an item on the checklist is included in the paper, check
that part of the list.
4. Review the more comprehensive writing rubric. For each category, circle whether you think the paper is below standard, approaching standard, at standard, or above standard.
5. Write comments in the comments section after the checklist. Make sure to have both positive and constructive comments. Constructive feedback lets people know in a helpful and
encouraging way how they are doing and what they might do to improve their work.
6. When you and your partner are done reviewing each other’s essays, each of you should take 5 minutes to explain why you graded the paper the way that you did.
7. Then, attach the reviews to each paper and turn them in to your teacher.
PEER REVIEW INSTRUCTIONS
PEER REVIEW WRITING CHECKLIST AND RUBRIC

4. STUDENT MATERIALS
1
BIG HISTORY PROJECT
Directions: Read over this rubric carefully and decide how writing should be scored based on the descriptions provided. A blank scoring sheet is provided for your scores and comments.
Description Below Standard (1) Approaching Standard (2) At Standard (3) Above Standard (4)
Focus
The introduction text focuses on a
topic and includes a thesis statement
that communicates ideas, concepts,
and information to the reader.
The introduction text lacks an
identifiable thesis and minimally
communicates ideas, concepts,
and information to the reader.
The introduction text has an
unclear thesis statement that
communicates some ideas,
concepts, and information to the
reader.
The introduction text has a thesis
statement that communicates ideas,
concepts, and information to the
reader.
The introduction text has a clear and
appropriate thesis statement that
skillfully engages the reader’s interest
in addition to communicating ideas,
concepts, and information.
Development/Support
The body of the paper presents
relevant facts, definitions, concrete
details, quotations, and examples
that are supported by the use of
claim testers and that connect to Big
History concepts and ideas.
The text contains limited facts
and examples related to the
topic. The use of claim testers is
absent from the paper. The paper
lacks connection to Big History
concepts and ideas.
The text provides some facts,
definitions, details, quotations, and
examples that attempt to develop
and explain the topic. The use
of claim testers is inconsistent
and not always correct. The
connection to Big History
concepts is sporadic.
The text provides sufficient relevant
facts, definitions, concrete details,
quotations, and examples to develop
and explain the topic. The use of claim
testers is evident throughout most of
the paper. There are some connections
to Big History concepts and ideas.
The text provides many relevant
facts, definitions, concrete details,
quotations, and examples to develop
and explain the topic richly. The use of
claim testers is evident and consistent
throughout the paper. There are clear
connections to Big History concepts
and ideas.
Audience
The author anticipates the audience’s
background knowledge of the topic.
The text lacks an awareness of
the audience’s knowledge level
and needs.
The text illustrates an inconsistent
awareness of the audience’s
knowledge level and needs.
The text takes the audience’s
knowledge level and concerns about
the claim into consideration. The text
addresses the needs of the audience.
The text consistently anticipates and
addresses the audience’s knowledge
level and concerns about the topic,
showing deep understanding of the
reader. The text skillfully meets the
needs of the audience.
WRITING RUBRIC
WRITING RUBRIC

5. STUDENT MATERIALS
2
BIG HISTORY PROJECT
Cohesion
The writing uses appropriate and
varied transitions to link the major
sections of the text, creates cohesion,
and clarifies the relationships among
complex ideas and concepts. The
conclusion ties to and supports the
informationorexplanation.
The text contains few, if any,
words, phrases, and clauses
to link the major sections of the
text. The text does not connect
the topic to the examples or
facts. The text may fail to offer a
conclusion.
The text contains limited words,
phrases, and clauses to link the
major sections of the text. The
text attempts to connect the
topic and the examples or facts.
The conclusion restates points
already made and does not
support the information.
The text uses words, phrases, and
clauses to link the major sections of the
text. The text connects the topic to the
examples or facts. The conclusion ties
to and supports the information.
The text skillfully uses words, phrases,
and clauses to link the major sections
of the text. The text identifies the
relationship between the topic and
the examples or facts. The conclusion
provides the implications, significance,
and future relevance of the topic.
Language and Conventions
The text presents a formal, objective
tone and uses precise language and
topic-specific vocabulary to manage
the complexity of the topic. The text
also demonstrates Standard English
conventions.
The text illustrates a limited or
inconsistent tone and awareness
of topic-specific vocabulary.
The text contains multiple
inaccuracies in Standard English
conventions of usage and
mechanics.
The text illustrates a limited
awareness of formal tone
and some awareness of topic-
specific vocabulary. The text
demonstrates some accuracy in
Standard English conventions of
usage and mechanics.
The text presents a formal, objective
tone and uses precise language and
topic-specific vocabulary to manage
the complexity of the topic. The
text demonstrates Standard English
conventions of usage and mechanics
along with discipline-specific
requirements (for example, MLA or
APA).
The text presents a formal, objective
tone and uses sophisticated relevant
language and topic-specific vocabulary
to manage the complexity of the topic.
The text demonstrates a high level
of knowledge of Standard English
conventions of usage and mechanics
along with discipline- specific
requirements (for example, MLA or
APA).
WRITING RUBRIC
WRITING RUBRIC

6. Name: Date:
STUDENT MATERIALS
3
BIG HISTORY PROJECT
Directions: Use this table to score and comment on the writing that you are evaluating. Put an X in the cell that denotes the grade. Use the other cells for comments.
Description Below Standard (1) Approaching Standard (2) At Standard (3) Above Standard (4) Score
Focus
Development/
Support
Audience
Cohesion
Language and
Conventions
Total Score
WRITING RUBRIC

7. 2
BIG HISTORY PROJECT
Reviewer:Writer:
STUDENT MATERIALS
Title: introduces the topic
Lead: includes the writer’s position in a thesis statement
Arguments for: three well-developed points
Arguments against: the writer addresses one or two counterarguments that they anticipate and uses the counterarguments to support their position
Ending: adds something new. Not a simple restatement of the arguments
Comments:
PERSUASIVE ESSAY CHECKLIST
PEER REVIEW WRITING CHECKLIST AND RUBRIC