Student Chapter Outline-Vocabulary Assessment Overview
You will be assigned to work in groups of 3-4 students and every fourth week you will be
responsible for outlining the two chapters from the Bentley textbook for that week. You
are to expand and develop the chapter outlines already provided to you on Haiku. Your
group will also be responsible for defining all of the vocabulary terms provided on the
week’s study questions guide. The grading rubrics are included on AP World
assessments Haiku page. Your group is expected to have the rubric done by the start of
A-Block (8 am) on Monday of the week the chapters will be analyzed in class. If they
are not ready for A-Block AP World, they are late, and will be graded accordingly.
Periodically we will refer to your outlines in class to assess their accuracy and
thoroughness. Your group will be responsible for uploading or putting the outlines and
vocabulary on the appropriate class block’s GoogleDoc.
Instructions:
1.
Skim the textbook chapter for a few minutes, looking at the headings
and any bold or italic words. Having a basic idea of the chapter
content and keywords will help you follow the structure of the chapter
better and prepare you for outlining.
2.
Read the chapter. Don't start writing your outline yet, but feel free to
write down any particularly interesting points or page numbers as you
go.
3.
Begin your outline. Many textbook chapters have introductory
paragraphs that give a good outline for the chapter. For example, in a
history textbook, a chapter introduction may say it will discuss the
lead up to the Vietnam War, the war itself and the aftermath. For the
Vietnam War chapter, you might choose three main headings: Before
the War, During the War and After the War.
4.
Adhere to the outline format. Outlines typically have several different
levels; one of the most common formats has heading titles preceded
by I, II, III. Subheadings begin with capital letter headings, followed
by Arabic numeral headings (1, 2, 3), followed by lowercase Roman
numeral headings (i, ii, iii). Label each level of heading and content
with both a number or letter and a title, key word, or sentence, and
indent each successive level of headings more than the previous
level. Use the structure your instructor prefers, if given.
5.
Search for the main ideas and subjects as you re-read the chapter
and write your outline. Under each main heading, add subheadings
that elaborate on the subject, giving additional facts and details. For
the Vietnam War, you might have subheadings with key facts about
the effects of the American draft on American society and significant
events such as the Tet Offensive. Ideas that are part of a main idea
should be indented and labeled as a subheading of that idea.
6.
Skim the chapter once more when you have finished re-reading the
chapter and constructing your outline to check that you have not
missed any important information.
A Guide To Creating
Chapter Outlines
Indenting Indenting Defining Using Examples Making Connections Top
I. Chapters Are Divided into Sections
A. Sections each section has specific information
B. Indenting the descriptions of each section makes it easier to
read
1. When you don't indent it is harder to find the information
2. When you don't indent it is harder to study from your outline
C. Outlines should have enough information to help on a test. You
should D.E.C. the information by providing each of the following:
1. Definition of the term,
2. Example of the term
3. Connections to other areas of AP World, or other classes
2. In case you didn't notice, this area was indented the way I want your
outline indented . . . but to drive the point home further, see below . . .
I. Section 1 Heading
A. Main Point
1. Definition
2. Example
3. Connection
B. Main Point
1. Definition
2. Example
3. Connection
II. Section 2 Heading
A. Main Point
1. Definition
2. Example
3. Connection
B. Main Point
1. Definition
2. Example
3. Connection
Defining Indenting Using Examples Making Connections Top
There is a great deal of vocabulary in AP World. A year of AP World
can have more new vocabulary terms than a year of a foreign
language.
Unless you make an attempt to learn and use the terms, you will not
do well in this course. Never simply list the words. Without a definition,
you haven't shown me you learned anything.
Never use just the glossary
The glossary uses no examples; the glossary makes no connections. I
can always tell when people lean on the glossary because they only
write one sentence. No concept in AP World is simple enough to be
completely explained in a single sentence! People use the
glossary "the way the out-of-shape uses a lamppost . . . for
support rather than illumination!"
Always use the index; the index will provide you page numbers that
will, in turn, provide you with examples and put the term into context
(showing connections to other ideas).
Using Examples Indenting Defining Making Connections Top
Tests are never simply definitions. You will be asked to apply the
information to specific examples. As such, you should be familiar with
them. The examples I use on exams may or may not be the same ones
in the book, but familiarity with one example will always help you apply
the information to new examples.
Making Connections Indenting Defining Using Examples Top
AP World is a subject that constantly builds upon prior knowledge.
Without an understanding of previous ideas, any new material will be a
mystery to you.
The more connections you make to prior knowledge, the more
connections you make to your own life, and the more connections
you make to things you have learned in other classes, the better you
will learn, enjoy, and remember the material.