| Line 2: |
Line 2: |
| | [[American History Lecture Eight|Lecture]] - [[American_History_Homework_Eight|Questions]] - [[American History Homework Eight Answers|Student Answers]] | | [[American History Lecture Eight|Lecture]] - [[American_History_Homework_Eight|Questions]] - [[American History Homework Eight Answers|Student Answers]] |
| | | | |
| − | Next week will be our midterm exam, which will consist of ''about'' 30 questions (the total will be different for the boys and girls tests). Because several students plan to take the first CLEP American History exam, which also covers the period through Reconstruction, we will follow the subject matter breakdown of the CLEP format:
| + | We will have our midterm exam next week. Our exam will consist of ''about'' 30 questions (the total will be different for the boys' and girls' tests). |
| | | | |
| − | :35% on politics, such as the president, Congress and government policy | + | There are three ingredients to success on any exam: |
| | + | *how much time is spent studying |
| | + | *how effective your method of studying is |
| | + | *how clever you are in taking the exam |
| | + | |
| | + | View an exam as a fun challenge, like running a race or playing a game. Your performance in the race or game depends on your time spent preparing, how effectively you prepared, and how effectively you tried during the race or game itself. |
| | + | |
| | + | Master all three aspects of exam preparation above and you will maximize your score. For some, that will mean scoring at the top of the class; for others, it will mean improving what your score would have been otherwise. |
| | + | |
| | + | Recall how the homeschoolers Abraham Lincoln and Thomas Edison approached the challenges in their life. They saw challenge as opportunity, and gave it their best shot. They knew that success in life is due almost entirely to "perspiration" (work) rather than inborn traits like IQ. |
| | + | |
| | + | Several students have informed me that they will be taking the CLEP American History exam in order to earn college credit. Congratulations to those students already for showing initiative, and hopefully others will consider attempting to earn college credit also. |
| | + | |
| | + | Because several students are taking the CLEP exam, and because it is the best of the College Board exams, we will follow its format. The CLEP exam divides American history into two periods. The first CLEP American history exam covers through Reconstruction, just like our midterm exam. Our midterm exam will follow the CLEP's subject matter breakdown for questions: |
| | + | |
| | + | :35% of questions are on politics, such as the president, Congress and government policy |
| | :25% on social developments, such as slavery, utopian communities, religious and reform movements | | :25% on social developments, such as slavery, utopian communities, religious and reform movements |
| | :15% on intellectual and cultural developments, such as books and inventions | | :15% on intellectual and cultural developments, such as books and inventions |
| Line 10: |
Line 25: |
| | :10% on economics, such as inflation, taxes, and protective tariffs | | :10% on economics, such as inflation, taxes, and protective tariffs |
| | | | |
| − | Only 30% of the first CLEP exam (through Reconstruction) is devoted to the beginning of time to 1789. So do not start with that period and burn out before you reach 1790 to 1877, where 70% of the questions will come from. Do not waste too much time studying exploration, settlement and colonial America! Perhaps only 10% of the CLEP exam (and our exam) will cover that period. Students often make a big mistake in preparation of not allocating their time properly in studying.
| + | In terms of the time period, only 30% of the first CLEP exam (through Reconstruction) is devoted to the beginning of time to 1789. So do not start with that period and burn out before you study the period of 1790 to 1877, where 70% of the questions are from. Do not waste too much time studying exploration, settlement and colonial America! Perhaps only 10% of the CLEP exam (and our exam) will cover that period. Students often make a big mistake in preparation by not allocating their study time properly. |
| | | | |
| − | "Time is money" is a famous, and true, saying. The time you spend not making money could have been better spent making money. Wasted time is lost opportunity to make money, or do something else useful, such as charity or prayer. | + | "Time is money" is a famous, and true, saying. The time you spend not making money could have been better spent making money. Wasted time is lost opportunity to make money, or do something else useful, such as charity or prayer. Also, wasted time is often less enjoyable than time spent working on something you believe in. |
| | | | |
| − | A similar concept applies to studying for exams. You will spend a certain amount of time preparing for the midterm exam. Call that amount of time "x". How you allocate that time to different areas of the overall time period (1500-1877) will make a difference on how well you do on the exam. If you spend 90% of x on the period between 1500 and 1700, then you will do poorly on 90% of the questions, because they will be from the period 1700 to 1877. You would have done far better to spend the 90% of x on the time period that will have 90% of the questions. | + | A concept similar to "time is money" applies to studying for exams. You will spend a certain amount of time preparing for the midterm exam. Call that total amount of time "x". How you allocate that time to different areas of the overall time period (1500-1877) will make a difference on how well you do on the exam. If you spend 90% of x on the period between 1500 and 1700, then you will do poorly on 90% of the questions, because they will be from the period 1700 to 1877. You would have done far better to spend the 90% of x on the time period that will have 90% of the questions. |
| | | | |
| − | It greatly helps to identify the time period of a history question before trying to answer it. In doing this, it helps to know which presidents served when. You can memorize a [[Presidents of the United States|list of presidents]] if you prefer. Or maybe you can figure it out from what you learned in the lectures. For example, who was president in 1842?<ref>[[John Tyler]]</ref> Who was the president in 1826?<ref>[[John Quincy Adams]]</ref> | + | How hard you try while taking the exam will also count towards your score. It helps immensely to identify the time period of a history question before trying to answer it. In doing this, it helps to know which presidents served when. You can memorize a [[Presidents of the United States|list of presidents]] if you prefer. Or maybe you can figure it out from what you learned in the lectures. Test yourself: who was president in 1842?<ref>[[John Tyler]]</ref> Who was the president in 1826?<ref>[[John Quincy Adams]]</ref> |
| | | | |
| − | There will be several cartoons on the exam. Realize that cartoons are a way for someone to describe facts with a point of view, in order to make a political statement. The cartoonist uses caricatures and draws situations in order to express a point of view. The key to deciphering cartoons is to have attention to detail, to pick up all the clues. | + | There will be several cartoons on the exam. Realize that cartoons are a way for someone to describe facts with a point of view, in order to make a political statement. The cartoonist uses caricatures and draws situations in order to express a point of view. The key to deciphering cartoons is to pay close attention to detail, to pick up all the clues. |
| | | | |
| | Many students make the mistake of answering a cartoon question too quickly. A cartoon is a mystery, like an unsolved crime. As soon as a cop arrives on a crime scene, he does not jump to a conclusion about who committed the crime. He gathers all the evidence. He considers possibilities. He wants an explanation that fits all the facts. He looks for a motive. Approach cartoons the same way. | | Many students make the mistake of answering a cartoon question too quickly. A cartoon is a mystery, like an unsolved crime. As soon as a cop arrives on a crime scene, he does not jump to a conclusion about who committed the crime. He gathers all the evidence. He considers possibilities. He wants an explanation that fits all the facts. He looks for a motive. Approach cartoons the same way. |
| | | | |
| − | More generally, look for a purpose to a question, particularly the cartoons. Develop a sense of historical purpose in these exams. Prefer an answer choice that adds meaning and purpose to a question. | + | More generally, look for a purpose to every question. Develop a sense or "ear" for historical purpose in these exams. Prefer an answer choice that adds historical meaning and purpose to a question. |
| − | | |
| − | Here is a tip on reading maps on exams: before Civil War there was no West Virginia. If you see West Virginia on a map, then it was after the Civil War started.
| |
| − | | |
| − | There are three ingredients to success on any exam:
| |
| − | *time spent studying
| |
| − | *how effective your method of studying is
| |
| − | *how clever you are in taking the exam
| |
| | | | |
| − | On a 30-question exam, each of the above categories is worth a few more correct answers. Add them up and you can boost your score by 6 points or more on a 30-question exam, or 100 points or more on the SAT II. Mastering all three ingredients to success above can be the difference between passing and failing the CLEP exam.
| + | Often there are maps to read on history exams, and here is a tip for them: before the Civil War there was no West Virginia. If you see West Virginia on a map, then it was after the Civil War started. |
| | | | |
| | '''Above all, understand a question before trying to answer it!''' | | '''Above all, understand a question before trying to answer it!''' |
| Line 53: |
Line 61: |
| | Listed below are the key terms for the first half of American history (through Reconstruction). The highlighted terms are the most important, and the ones for students to focus on first. The non-highlighted terms are more for the students in the "honors" portion of this course. Any of these terms may appear on the exams in this course. Several of our students are already planning to take the CLEP exam, and anyone doing that should know as many of these terms as possible. | | Listed below are the key terms for the first half of American history (through Reconstruction). The highlighted terms are the most important, and the ones for students to focus on first. The non-highlighted terms are more for the students in the "honors" portion of this course. Any of these terms may appear on the exams in this course. Several of our students are already planning to take the CLEP exam, and anyone doing that should know as many of these terms as possible. |
| | | | |
| − | The list is not as daunting as it appears. Homeschoolers who win the spelling bees memorize the entire dictionary, which is tens of thousands of words. This list is only about 321 terms. A homeschooler like Abraham Lincoln or Thomas Edison would quickly memorize and know the meaning of all the terms on this list, not because they are smarter, but because they believed in trying their best. You can try your best also, and use time for this purpose that is otherwise wasted. | + | The list is not as daunting as it appears. Homeschoolers who win the spelling bees memorize the entire dictionary, which is tens of thousands of words. This list is only about 321 terms. A homeschooler like Abraham Lincoln or Thomas Edison would diligently memorize and know the meaning of all the terms on this list, not because they are smarter, but because they believed in trying their best. You can try your best -- everyone can -- and you find lots of time for this that is otherwise wasted. |
| | | | |
| | This chart can be used effectively to quiz yourself. Pick out any term, and try to identify its time period and who was president. Does the term refer to foreign policy (e.g., dealings with a foreign country) or domestic policy (e.g., an issue internal to the United States)? Even if you don't recall immediately the meaning of the term, try to figure it out based on what you do know. | | This chart can be used effectively to quiz yourself. Pick out any term, and try to identify its time period and who was president. Does the term refer to foreign policy (e.g., dealings with a foreign country) or domestic policy (e.g., an issue internal to the United States)? Even if you don't recall immediately the meaning of the term, try to figure it out based on what you do know. |