So I just basically want to know what the reading check is going to be like. Are there many details you can give out about the types of questions there will be? Is it open ended? Will the questions be more related to the overall chapters or more in depth into the little sections within the chapter? Will it be mostly to see how much content we received from the book?
First, do you mean Strayer or Marks? I can direct you more if I know. But I think I understand what you're asking.
Yeah, get your mind around open ended, short answer responses.
I really want to be sure you're seeing the big picture, the connections, the comparisons, the conjunctures and stuff. But I think it will seem like details to you. Here are some examples:
Marks: What is the opposite of productionist communism?; Explain one of the conjunctures that lead to the phenomena of the Black Death as a world historical event.
Strayer: What accounts for the initial breakthroughs to civilization?; In what ways did Mesopotamian and Egyptian civilizations differ from each other?
So yeah, think about deeply understanding the content, and the test will be a breeze no matter the question format or the depth of the question.
Hope that helps.
Thank you so much. Also, is the test going to be on the very first day of school or do we get a day or two? If it is on the first day, then how does that work out with red or grey day people?
I don't mean to be a smarty pants, but check the calendar! :-)
I know you answered this question for me at the begining of the summer, but I would like to ask again if the first tests will be open ended or multiple choice?
Yeah, you need to be ready to a answer open ended questions. Pay attention to the margin questions is the Strayer text. Check the post above for some samples.
I thought you told me at the begining of the summer that the first tests would be multiply choice and then all the rest after that would be open ended?
I did say that ,huh ? Well I'll make Strayer multiple (I will have to write a new test !) but Marks has to be OER.
The thing I need you guys to understand is that to get you to the next level , to make sure you score a 5 in May, I have to get you expressing what you know in prose. Thoughts into words . This is at the core of expectations from here out in the academic world .
What are some key thing we should be looking out for as we read?
Sorry , but I made a resolution this year to not respond to anonomous posts. Besides , your question is too general , too vague . Ask me something specific ...
For the open ended questions, are you going to be looking for specific things from the text or just the gist of it?
I want to help , really . But you either didn't read the post above or didn't consider my answer. Please do that, the ask something so we can build on previous dialog . And use your name !
I was just wondering if you had any tips to help get ready for OER tests. You see, I'm terrible at open ended stuff, I always have been so I'm really reallly REALLY nervous for the test and reading checks and stuff and I don't know what to do to get ready and prepared for this stuff.
The thing is to look at the clues the author provides. Marks ends each chapter with a nice, summarizing conclusion. Read through that carefully, then go back through the chapter looking at the ways that he defend or supports what he said in the conclusion. This is going to include several examples and some kind of narrative- story line. Group those examples together in your notes under the more general points he made in the conclusion. (The examples are why you guys think I'm pulling out "details", but I'm not, I'm seeing if you understand either how the author supported a more general statement or what the significance of those examples might be) You will find remembering the "details" much easier if you put them into the context of the larger point the author makes.
Let's take and an example from Strayer. In Chapter 3, in the section, "The Rise of the State" you will notice a margin question, "Change: What were the sources of state authority in First Civilizations?" So you, being a great note taker jot down, "source of authority 1st Civs" and go mining the text for the sources. You skim through the blabedy blah about why states needed authority, you skim the stuff about the poor guy who couldn't pay his taxes in grain (realizing that this is an example of state authority/power) and find out, voila!
*Citizens recognized that the complexity of life in cities or densely populated territories required some the authority to coordinate and regulate the community enterprises, such as defense and irrigation.
*State authorities frequently used force to compel obedience.
*Authority in early civilizations was often associated with divine sanction.
*Writing and accounting supported state authority by defining elite status, conveying prestige on the literate, providing a means to spread propaganda, strengthening the state by making accurate record keeping possible, and giving added weight to orders, regulations, and laws.
*Grandeur (Strayer's word) in the form of lavish lifestyles of elites, impressive rituals, and the building of imposing structures added to the perception of state authority and power.
Those kinds of notes are focused and prepare you for any kind of question, multiple, OER or essay. See what I mean?
And how did you get there? By FIRST focusing on what the author told you to focus on.
Also, check out the "pivotal" words" file and the page I linked you to at the top of the WHAP page, "need help with assignments, go here." That will help you zero in on important stuff for your notes. Oh, and look up words you don't know!
So we should read the conclusion first and then read the chapter and see where and why he emphisised the points that he did?
I have been really stressing about AP next year, mostly I think because I really want to get an A, but Im not sure if I can. Everyone I talk to tells me I shouldn't worry about etting an A and just worry about the learning experience, but its hard for me because I have always been OCD about getting A's and I always beat myself up about it because I always feel I could have done something better to push me over the edge... I think that is what is stressing me out most about AP and I dont know what to do about it. My family and friends have all told me not to stress myself about getting an A, but I thought maybe if I heard it from the person who is going to be teaching me... I'll finally get it.
Natalie: As to reading the conclusion first, that is exactly what I'm saying. Especially in a monograph like Marks. See where he's going, then go back and look for the supporting arguments and examples. Step 1: What are the big points he's making. Make those into headings for your notes/ outline.Step 2: bullet point his support under each heading.
Strayer is much simpler.He gives you questions in the margins that line up exactly with what he's talking about in the following few chapters. Section headings such as "Interaction and Exchange" tell you the category or general topic that he will go into more detail on. Those section headings should be the way you organize your notes/outline.
At the end of each chapter, he offers "second thoughts". Here he's asking you to think about (meta-cognate) some specific items you just read about. So he's saying, "these are important, you need to understand these things and put them into the context I gave you in the chapter.
The "reflections" at the end of the chapter zero in on one of the big ideas. Can you support what he says in the reflection with examples from the body of the chapter? If yes, you're good, if not, go back!
Here's the deal about grades. They are tied to effort much more than to talent. Secondly, you - as a human being - are much better off struggling in a rigorous cource than sitting bored in a less rigorous one. Why? Because you are stretching and working your mental musles every day. Like a performaer or and athelete, the regular repitition makes you stronger/better.
Nationwide, about 12% of students earn an A in AP classes. That is actually about right consodering the level of rigor. It's even more true in WHAP because it's usually taken by sophomores and it's usually their first AP class. 9th grade to freshman college? That's a big leap and a drop in grade is resonable to expect.
I don't want you to think about getting an A most of all becuase it will actually lead you down paths that insure that you won't get an A. I'll go in to this more later, but trust me on this. Focus on process, not outcome. For know, keep working on what you are doing now, learning to deconstruct a difficult read. Aquire the skill. Learn from the feedback and keep honing the skill. Magically, one day you will notice you are pretty darn good at it, and that will be a guenuine feeling of accomplishment, a feeling you would never get from a mere A in some class.
Who you are is not a label like a grade. You are what you think about, what you dream of, what you can do.
Your family is right, don't worry about the grade. Worry about the learning, and the grades have a mysterious way of taking care of themselves.
So for the Marks, when they have the little sub sections under the larger sections, can we make those key points to take notes under?
ps. if this question doesnt make sense i appologize :P
And as we read we should skip over like small stuff like examples and lists and stuff right, I thought I over heard you telling Pre-AP something like that last year, but Im not completly sure
Thanks Bingaham, you have no idea how much courage that post gave me. It makes me happy to know that I am going to have such a suportive teacher to back me up this year. I can't wait to learn and continue to improve my skills and I can't wait to take AP World.
Mr. Bingham, are you going to be having lunch tutorials the first week of school?
Oh yeah. That's going to be a regular thing. I'm even buying a microwave for my room so I can just plant myself there for people who need help.
I may have a few more lunch meetings with faculty this year as I'll be the department chair, but I would say 90% of lunches you'll find me there with my apple and my soup!
I've had about three different people tell me recently how much they like "mind-mapping" for their note taking while reading. I posted links on the Study assistance page. The link to it is at the top of the WHAP page.
And as we read we should skip over like small stuff like examples and lists and stuff right, I thought I over heard you telling Pre-AP something like that last year, but Im not completly sure
Well that's a little trickier. You are going to have to get good at seeing the difference between a supporting detail (write down) and a related, but not relevant detail.
Post an example, and I'll see if I can help.
Well, I had hoped you had put something up to talk about by now Natalie, but you got me thinking about an old history professor who taught us the idea of text patterns. His thesis was that all non-fiction writing follows one of five patterns, and the best way to "get into the author's head" was to learn to recognize those patterns and customize your notes accordingly. So here they are:
1. Cause and effect - the author is talking about how one thing or set of things lead to a later thing or set of things. A graphic like a timeline would be useful.
2. Compare and Contrast - the author is talking about how two or more things are the same and different. A three column chart is great for this.
3. Sequential - the author is simply leading you through a series of events, a chronology that gets to something important. A numbered list would work well, or a timeline with arrows.
4. Descriptive - the author is simply explaining something in terms of it's characteristics. Figure out what the big "something" is and then do a web diagram.
5. Problem and solution - this is similar to cause and effect, but the author is presenting it to you as a problem the "society" or a certain group of people faced (the Chinese, merchants, missionaries, explorers, etc.) and how they came to the solution which is usually the point of that part of the book.
Well, that's something to chew on I guess! I hope it helps guys.
Thanks for that Bingham, that helps. So for the Marks peice I am thinking it's either a Sequential or a Descriptive. I think it might be more like a Descriptive because he is explaining the rise of the West, but im not really sure.
If I am not wrong, all five of these patterns were used in The Origins of the Modern World. If this is incorrect, which patterns were actually used? If this is correct, may I post some examples for you to tell me if they are wrong or not?
Shylah, you are correct. Natalie, don't thing in terms of chapters for this technique, more like at the section level. Just work on recognizing the pattern, and when the pattern changes. Adapt your notes accordingly.
So for the Marks OER test, are the questions going to be centered around the entire point of the book or specific detail from the text? (Please say it's not the latter <:O)
So these are my attempts at finding examples of the different patterns.
1. Cause and Effect- Page 27 is talking about the nomads. In the second paragraph, it mentions that "climate changes desiccated [the nomads'] grazing lands and threatened their food supplies". This would be the cause, and the effect would be civilizations beginning to have nomadic raids, "invasion, destruction, or conquest, all of which happened."
2. Compare and Contrast- Page 108 begins to talk about Coal, Iron, and Steam. Here, Marks begins to juxtapose the cotton textile industry with the newer coal, iron, and steam industries. Both caused a huge amount of economic growth; however, a difference could be that the "coal and steam industry developed in England is mostly unique to England".
3. Sequential- This one I found more overall throughout the whole book. Marks started the story during the 1400's, and worked all the way up to the 21st century.
4. Descriptive- On page 8, Marks starts talking about Eurocentrism. Instead of using the other patterns, Marks is mostly descriptive of the term and concept Eurocentrism. This is just one example, but I believe he was more descriptive at the beginning of the book so that way the reader will have something more detailed to compare to for later in the story to let him be free to use other patterns of writing with less confusion.
5. Problem and Solution- The entirety of the book seems to be trying to find a solution to the problem that he states in the introduction. The problem is that "the overall story of the rise of the West may be misleading or wrong in fundamental ways" and that many people's viewpoints are skewered by a "Eurocentric model." His solution is to show how, along with other countries, "China and India in particular play significant roles" in Europe's uprising.
If any/all of those were incorrect uses of the patterns then please tell me.
Great examples, Shylah! You are on the mark, and yes, the entire book is sequential (as history often is) but as you are reviewing, I think you'll see smaller sequential patterns, and those are often important. For example, when he discusses the development of the slave trade, Marks points out that the Portuguese had a plantation model in place in islands off the coast of Africa before colonization of the America's. He goes on to describe the application of that in Brazil, followed by British and French adoption of the slave/plantation system, but even more effectively so that British and French sugar put the Portuguese out of the sugar business in Europe. Sequential, but descriptive with in that framework.
I'd like to point out that here we are, back at this notion of moving away from a Eurocentric narrative of history. Recall, Golstone's Why Europe. But it would be a mistake to think that this is the theme of this book, although the time Marks spends on it might make you think so.
Would anyone like to see if you can identify the thesis of this book in a sentence, or maybe two?
I'm not entirely sure, but my educated guess of the thesis would either be the last sentence of the introduction "This book will emphasize historical contingencies and conjunctures; China and India; and silver, sugar, slaves, and cotton as we develop a non-Eurocentric picture of how the world came to be the way it is," or the last two sentences of the book "There is no guarantee that a new round of innovation comparable to the Industrial Revolution will loosen the energy constraints that are beginning to limit further extension or elaboration of the mass consumption/automobile/fossil fuel economy that has been constructed over the past century. Perhaps reflections on the historically contingent nature of the world we live in will enable us to make the choices- and take actions- that will ensure a sustainable future for all humanity."
Sorry for the delay guys, I got pretty distracted with my room and all that's wrong with it from construction (like my frikin' projector doesn't work!), and my huge student load (217 this year, yikes!) and, well, lot's of stuff. I'm ready to get the year going, damn it!
So Shylah, his thesis is about contingencies and conjunctures, and that's part of the thesis. But you're missing something critical to his argument, it's this notion of a "biological old regime". That's part of his thesis and I don't think you are going to find one of Mark's own sentences, you'll have to construct it from there. See what you can come up with!
Shylah, I think you're correct in saying that the last sentence of the introduction is likely to be the thesis. Throughout the book, Marks focused on how contingencies and conjunctures led to how things developed and how integral Asia and trade were to this process. Therefore, I think that's his setup for the rest of the book.
Mr Bingham, correct me if I'm mistaken, but the last few sentences of the whole book seem to be more of a projection into the future, in my opinion, than a thesis for the book itself. Marks didn't seem to be proving this point within the text; rather, he's directing the reader to apply the contents of the book to the future. At least, that's my take on the subject.
Yes, Stephanie, your analysis of the statements at the end are on the Marks - that was a pun, get it? I crack myself up!
Take a look at the hint I gave Shylah above and see what you can come up with.
Hey, Bingham. I'd just like to say you're awesome, and I'm really excited and glad to be taking WHAP with you!
Awww! Thanks Joelyn, I'm excited too, I think you are going to like WHAP. It's more relatable, if you know what I mean. See you Monday!
I just had a thought regarding thesis and the stuff you guys were saying about Eurocentrism. A thesis for the Marks book might begin, "A Eurocentric approach is a flawed method for understanding global historical forces, rather...
Also, don't miss Mark's explanation of historical and contemporary social inequality. This will be a major emphasis for us this year.
You wrote for us to outline the first chapter of The Power of Place. I just read it, and am a bit confused but I understand most of it. The outline I have, though, is about three pages long and not very neat. I did work hard on it but I'm not sure what you're looking for in an outline. Do I need to type it? I think it's due tomorrow so this is probably too late, but I figure it couldn't hurt to ask.
Whoops. I'm not in WHAP. Sorry, got a bit confused there.
Ariana, that's okay, you can post on the other blog for The Power of Place on this "what works" page.
So can you give us any other quick tips for the test tomorrow? Also, as far as I can see, the calendar no longer says there will be a test tomorrow. I believe that is incorrect right?
Yeah, something is wrong with Google calendar, sorry. :'( Well, the test is multiple choice so it shouldn't be too bad. Keep your eye on big concepts, like civilization, writing, gender relations, comparisons between Mesopotamia and Egypt, how Norte Chico varies, like that.
Awesome. Also, I am having trouble finding the pacing guide. Could you direct me to where that is so that I can print it out?
It's on the WHAP page, and in grade speed.
If I may, I'd like to take a stab at the thesis! (Mr. Bingham, I'm using your opening)
Thesis: A Eurocentric approach is a flawed method for understanding global historical forces, rather a broader view on how China and India played into the matter will make for a better understanding on the origins of the modern world and how some regions managed to escape the constraints of the biological old regime, and how some regions did not.
A little weak on the grammar, but hey, this is a history class. Elizabeth, I think you have it! Well done young Jedi.
Hey...I had just woken up! But yay!!!!!!!
Binghammmmmmm I'm freaking for the test. I've done my notes and stuff, I just feel like I'm gonna go in and freeze up and forget everything!!
All I can say is the harder you work, the more confident you'll be. Have you tried working qith someone else in the class?
For those in WHAP:
Professor Richard Curtis wrote a outline of Origins of the modern world for his college class. I showed the outline to Mr.Bingham, and he said that some of the questions were almost word for word of what his will be on the test. Skip the 1rst 7 pages, they are for the college class, but the rest is gold.
Got any study method recommendations for me? I've tried every method I could possibly find, and none of them see to be working. I've done everything from highlighting to taking notes and writing them over and over to reading out loud to myself to screaming things to try to drill them into my head.
Nothing has worked for me so far, and your test is tomorrow. I might just say whatever, I gave it my all and there's really nothing I can do and just take the test, but there has got to be a way for me to get this stuff.
I feel ya Marlene! Do you have a study group? Did you check out the stuff Myani put on the forum last night? It's tough to do alone, the trick is to focus on the big ideas; contingency, biological regime, trade patterns, mercantilism, productionist communism, industrization. How did Europe break free of the biological regime? Stay strong!
So I don't exactly understand how to do the extra credit assignments. This weeks extra credit assignment read "Video: Race, The Power of an Illusion", so I went and looked up two five minute videos with the same title from the California Newsreel, but I'm not quite sure if it's the right thing. If this is right, what do I do from here? If not, what am I supposed to do?
Select one of the topics from the Chapter 21 week.
I was confused about what we were having the reading check over tomorrow. I have been reading the packets you gave us but on the calender it says Eugenics. Is it the packets? And if so, both or which one?
Sheesh! I keep getting this question! The assignment was to read both, right?
But the assessment is on the four Eugenics readings. Now everyone is going to ignore the other packet! Jerks!
Thanks for clarifying. And by the way, I read both so im not one of the "Jerks" Haha.
What will the identity test be like?I'm really not sure how to study for it. And for the extra credit, what's my "pacing guide"?
Hey! I just wanted to clarify, there is no assignment this weekend other than to get the parent permission slip for Schindler's List signed and back to me Monday. There is no test you need to prepare for. This is a free weekend in which I hope you take care of other school and family things. That's because beginning next week, I'm going to fully expect 3 to 4 hours of your time on the weekends to deeply communicate with Robert Strayer. All the way to winter break. So relax and get your mind wrapped around that idea, if you DO IT, I'll make sure things work out for you!
Bingham: This forum is for us to engage with each other publicly about where we are struggling with the coursework and to offer each other solutions for what works for us.
Why Geography Matters More Than Ever