Time Periods
Themes
Habits of Mind
Studying Smart
Taking Notes
Reading your Text
8,000 BCE – 600 CE: Foundations of
Civilization
 600 CE – 1450 CE: Expanding Zones of
Exchange and Encounter
 1450 CE – 1750 CE: Emergence of the
First Global Age
 1750 CE – 1914 CE: The Age of
Revolutions and Empires
 1914 CE – Present: A Technological Age
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1.Impact of interaction
among major
societies (trade,
systems of
international
exchange, war and
diplomacy).
Buddha wearing a Roman
toga? How did this
happen???
2. The relationship of change and
continuity across the world history
periods covered in this course.
3. Impact of technology and demography
on people and the environment
(population growth and decline,
disease, manufacturing, migrations,
agriculture, weaponry).
4. Systems of social structure and gender
structure (comparing major features
within and among societies and
assessing change).
5. Cultural and intellectual developments
and interactions among and within
societies
Pages from the Selected Teachings of Buddhist Sages
and Son Masters (Pulcho Chikchi Simch’e Yoyol), the
earliest extant book printed with movable metal type,
dated 1377, Hungdok-sa Temple, Korea (Bibliothèque
Nationale de Paris; Koreana 7, no. 2, 20-21).
6. Changes in functions and structures of
states and attitudes toward states and
political identities (political culture),
including the emergence of the nationstate (types of political organization).
Constructing and evaluating arguments.
Using documents and other primary
data
“I am the
punishment of
God...If you had
not committed
great sins, God
would not have
sent a punishment
like me upon you.”
- Gehghis Khan
Assessing issues of change and continuity
Handling diversity of interpretations
Seeing global patterns in time and
space
Comparing within and among societies
Assessing claims of universal standards
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Visual (spatial) You prefer using pictures, images, and
spatial understanding.
Aural (auditory-musical) You prefer using sound and
music.
Verbal (linguistic) You prefer using words, both in
speech and writing.
Physical (kinesthetic) You prefer using your body,
hands and sense of touch.
Logical (mathematical) You prefer using logic,
reasoning and systems.
Social (interpersonal) You prefer to learn in groups or
with other people.
Solitary (intrapersonal) You prefer to work alone and
use self-study.

#1 Your brain can hold seven items of
information, plus or minus two items in
working memory
#2 The addition of emotion can help you
remember.
 Can you make a story or a song out of
what you are studying? You are more
likely to remember it!
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#3 The brain is SOCIAL and requires interaction to
develop properly.
› Don’t lock yourself in your dorm all night to study!
› Can you teach something to a friend and then
have them explain it to you? If you have to
teach something, you really learn it!
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#4 Practice/Rehearsal is critical to
learning for the long-term.
Sooooo….you want to take the WHAP
test May 2011? Don’t cram for your tests
the night before you take them. Learn
for the long-term.
 Can you tell stories?
 Can you draw maps?
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#5 We take in more information visually
than through any other sense
Use charts, graphs, and write stuff down
and look at it.
 You can ask a friend for notes, but you
will learn more effectively if you take
your own notes.
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Survey the chapter:
› Look at the titles, heading, subheadings
› What are you reading for?
› What questions have you been asked on
your study guide?

Question:
› Ask yourself, “What do I already know about
this subject?”
› Read questions at the end of the chapter
and make sure that you can answer them.
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Read:
› Look for answers
› Read captions under pictures and graphs
and charts and data
› Reduce your speed for difficult passages
› Look up words that you don’t know
 **BUILD YOUR SAT VOCABULARY!!!***
› Only read one section at a time and make
sure you understand what you are reading
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Recite
› Orally ask yourself questions about what you
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›
›
have read
Take notes from the book in your own words
Write down p. #s on your study guide so you
can go back to the information later
Triple Strength Learning: See, Say, Hear
Quadruple Strength Learning: See, Say, Hear,
WRITE!

Review
› If you don’t understand something, make a
question so you can ask your teacher in
class.
› Can you answer the question on the study
guide without looking at the answer you
have written?
› Use connecting maps (especially with
people or events in history)
To minimize your “rate of forgetting”
Dr. Walter Pauk, Cornell University
Don’t take notes = Forget 60% in 14 days
Take some notes = Remember 60%
Take organized notes and do something
with them = Remember 90-100%
indefinitely!
“Remember, the questioner is the learner.”
Dr. Walter Pauk – Director, Reading and Study Center – Cornell University
Counseling Services, Study Skills Program – University of Waterloo
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Verbatim note-taking is, perhaps, the
least effective way to take notes.
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Notes should be considered a work in
progress.
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Notes should be used as study guides for
tests.
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The more notes that are taken, the
better.
Marzano, et al. Classroom Instruction that Works. 2001.
 Students
must analyze information at
a deep level in order to decide what
information to delete, what to
substitute, and what to keep when
they are asked to give a summary.
(Anderson, V., & Hidi, 1988/1989; Hidi & Anderson, 1987)
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Reading comprehension increases when
students learn how to incorporate
“summary frames” as a tool for
summarizing.
(Meyer & Freedle, 1984)
Summary frames are a series of questions created
by the teacher and designed to highlight critical
passages of text. When students use this
strategy, they are better able to understand
what they are reading, identify key information,
and provide a summary that helps them retain
the information.
(Armbruster, Anderson, & Ostertag, 1987)
 When
students review and revise their
own notes, the notes become more
meaningful and useful.
(Anderson & Armbruster, 1986; Denner 1986; Einstein, Morris & Smith,
1985)