Name _______________________________ Date _____________ Period ______ Score _______

                                                               U.S. History – Colvin

                                      Chapter 1 – "Exploration and the Colonial Era"

1.        The spread of ____________________ influenced Europe and eventually the Americas by conflict, opening of trade, Reformation, and Protestants seeking religious freedom.

2.        When Christianity and Islam spread, they came into conflict, igniting the Crusades – __________________________________________________________________________

3.        These Crusades led to the opening of Asian trade routes, which introduced Europeans to __________________________ and led to the weakening of European nobles.

4.        The desire for reform of the church led to the _____________________, which produced the split between Protestant and Catholic Church. 

5.        Many people immigrated to America to seek _______________________.

6.        _____________, which was founded in Arabia in 622 by the prophet Mohammed, spread rapidly across the Middle East to North and West Africa. 

7.        ______________________________, who entered the Valley of Mexico in the 1200s, built advanced civilizations. 

8.        The desert-dwelling __________________ culture introduced crops to the American Southwest. 

9.        The ____________________ lived in what is now the state of California. 

10.   Hunting was an important skill to the ____________________ of the American Northeast.

11.   Spanish settlement in Florida began with ____________________efforts.

12. This term, “____________________,”refers to people of mixed Spanish and Indian ancestry.

13. The Treaty of Tordesillas involved an imaginary line dividing ___________________________________________________________________________

14. In the late 1400s, encouraged by the training and sponsorship provided by Henry the Navigator, the ____________________ explored the west coast of Africa. 

15. The West African cultures in the 1400s were similar ____________________ at that time.

16. Both West African and Native American cultures at the time included flourishing ____________________ revolved around ____________________ were highly ____________________ and involved many ____________________ considered land as ____________________ and had ____________________ relationships with other ____________________

17. The Portuguese established the ________________________________________  which would eventually be duplicated on a much vaster scale in the America. 

18. The direct trade route bypassed ________________________________________ and pulled the coastal region of West Africa into a closer relationship with Europe.

19. Songhai, Benin, and Kongo can all be described as powerful African kingdoms that were ________________________________________

20. By the 1500s, the ____________________ was at its height, having achieved power and wealth by gaining control of the trans-Sahara trade. 

21.  This pattern of trading agricultural products, ____________________ began in the 1500s and continues today. 

22. The Columbian Exchange refers to the exchange of goods between ________________________________________

23.The ____________________ was led by African slaves. 

24. Following the Stono Rebellion, enslaved Africans planned to flee to Spanish-held ____________________.

25. The Spanish monarchy abolished the encomienda system because that ___________________________________________________________. 

26. Extensive explorations of the North American Southwest were led by ____________________________________________________________.

27. The Spanish first moved into the North American Southwest in an effort to ________________________________________.

28. Trade between Africa and Portugal resulted in ________________________________________.

29. The ____________________  came to Central and North America in search of gold. 

30.  ____________________ led forces to conquer Tenochtitlán, the Aztec capital, in the 1500s.

31.  ____________________ led the Spanish conquests of Mexico and the Aztec Empire.

32.  ____________________ provided the Spanish, who had them, with an important military advantage of the Native American peoples, who didn’t have them. 

33.  ____________________ wiped out large numbers of Native Americans, weakening them militarily. 

34. The Spanish belief in the ________________________________________ allowed them to impose their own way of life on Native American peoples.

35. Under ____________________ Native Americans were forced to labor for Spanish landlords, who were granted rights to Native American labor from Spanish authorities.

36.  Early migration to the Americas from ____________________  ended about ten thousand years ago because travel to North America was no longer possible on foot. 

37. Contact with the East during the Crusades changed life in Europe because it introduced ________________________________________.

38.  ____________________, the Pueblo religious leader, lead a rebellion against Spanish rule that drove the Spanish out of New Mexico for twelve years.

39. European colonization plans consisted of ______________________________________________________________________________________________________________________________________________________.

40. Most colonial governments in the 1700s were similar in that ___________________________________________________________________________.

41. Separatists, known as Pilgrims, were the first settlers of ____________________.  

42. The ____________________ prohibited European settlement west of the Appalachian Mountains. 

43. The colonies adhered to the Proclamation of 1763 by ___________________________________________________________________________. 

44. Settlers in ____________________, England’s first permanent settlement, hoped to find gold to satisfy investors. 

45. The experience of the earliest settlers at ___________________________________________________________________________

were different because of their reasons for coming to America and the settlers’ attitudes and beliefs.

46.  ____________________  who expected a quick profit funded Jamestown’s settlers; Massachusetts Bay’s came to escape persecution.

47. Jamestown’s settlers were interested only in ________________________________________  moral society. 

48.  According to the theory of ____________________, a nation could increase its wealth and power by establishing a favorable balance of trade.

49. According to mercantilism, a nation could increase its wealth and power by obtaining as much gold and silver as possible and by ________________________________________. 

50. The Navigation Acts were intended to ____________________  England’s control on colonial trade. 

51. The economy of New Netherland was based on the ____________________. 

52. The early Massachusetts Bay Colonists could be described as ____________________________________________________________. 

53.  ____________________  turned Jamestown into a profitable enterprise. 

54.  To John Smith’s dismay, the settlers in Jamestown ________________________________________ instead of working their farms.

55. The natural feature, ________________________________________, may have hindered westward expansion for many of the thirteen colonies and ________________________________________. 

56.  Expanding westward may have been very difficult, especially given the forms of ____________________  available during the time period.

57.  A cash crop is one that is raised primarily for ____________________. 

58.  Unlike the Southern colonies, the Northern colonies produced ____________________ per farm instead of a single one.

59.  Unlike the Southern colonies, the Northern colonies developed ____________________ ____________________ with many thriving industries. 

60.  ________________________________________ developed in the Northern colonies, but not in the Southern colonies. 

61. The Northern colonies had more cities, which resulted in a ____________________________________________________________. 

62. The Northern colonies had more ______________________________________________________________________________________________________________________________________________________.

63. The beliefs and actions of the ________________________________________ led them to develop different societies because of attitudes toward Catholic rituals, the relationship between church and state, forms of worship, and attitudes toward social hierarchies.

64. The Puritans were motivated by ___________________________________________________________________________.

65. Some Puritans, called ____________________, wanted to split entirely from the Anglican Church.

66. ________________________________________ believed they had a special covenant with God to establish a moral society.

69. Puritans/Separatists believed in a ________________________________________ and that everyone should follow their form of worship, which relied ____________________________________________________________. 

70.  ____________________ on the other hand, held services without formal ministers.

71.  Quakers dressed ____________________, refused to defer to ____________________, opposed ____________________, and refused to serve _____________________________. 

72.  Quakers’ religion was based on ideals of ________________________________________.

73.  ____________________ was “awakened” during the Great Awakening.

74. Enlightenment thinkers stressed ______________________________________________________________________________________________________________________________________________________. 

75. The Puritans’ views and attitudes led them to strive for ______________________________. 

76.  Puritan beliefs and practices brought the Puritans into conflict with authorities in ___________________________________________________________________________.

77. The Puritans believed that ___________________________________________________________________________; the Puritans were persecuted for their religious beliefs, causing many of them to seek ___________________________________________________________________________. 

78.  ____________________ believed that English settlers had no rightful claim to the land unless they purchased it from Native Americans and the Puritan government leaders had no right to punish settlers for worshipping according to their conscience.

79. Puritan leaders, finding Roger Williams’ beliefs wrongheaded and heretical, ________________________________________.

80.  Williams fled Massachusetts Bay and founded ____________________, where religious freedom was guaranteed. 

81. Native Americans and the Puritans had very different ____________________. 

82.  The influx of settlers as well as the Puritan intolerance for religious dissent led to the destruction of ____________________. 

83.  Native Americans fought back by starting ____________________, which, after much destruction and bloodshed on both side, resulted in a colonial victory and the end ___________________________________________________________________________. 

84.  ____________________, also called King Philip, waged war on the Puritan settlements throughout New England.

85.  ____________________, after fleeing from Massachusetts Bay Colony, founded Providence Colony. 

86.  ____________________ founded Providence as a haven for religious dissenters. 

87. The idea of freedom of religion was promoted by ____________________. 

88. One way in which Roger Willams’ beliefs differed from those of other Puritans was that he believed ___________________________________________________________________________.

89.  William Penn belonged to the Society of Friends, who was also known as ____________________. 

90.  A member of the Quakers, ____________________ was granted a large property in the Americas by Charles II. 

91.Anne Hutchinson was _______________________________________ for teaching that worshipers needed neither the church nor its ministers to interpret the Bible for them.

92. ____________________ came to America mainly to engage in the fur trade.

93. The relationships between French colonists and Native Americans tended to be peaceful because the French made _____________________________________________________.

94. ____________________ traded with the French and fought with them against the British. 

95.The turning point in the French and Indian War occurred when the British captured ____________________. 

96.____________________ is the northernmost colony represented on the map. 

97.________________________________________ lie between 30°N and 35° N latitude.

98. Approximately ____________________  miles have to be traveled from Wilmington, North Carolina, to reach Williamsburg, Virginia. 

99.  ________________________________________ are the two smallest colonies. 

100.  ____________________, one of the Great Lakes, lies closest to New York.

101.  In the colonial period, perhaps the easiest way to travel from Baltimore, Maryland, to Williamsburg, Virginia ________________________________________________________.

102.  Transportation in the colonial era was ________________________________________.  Also, traveling by land would be ____________________. 

103. Westward expansion would have been difficult for people living in Georgia ___________________________________________________________________________________________________________________________________________________________.  

104. A map illustrating land claims outside of the thirteen colonies would need a ________________________________________ to define the illustration.

105. Spain controlled ____________________, the land south of Georgia, at the time of the colonies. 

106. In the colonial period, most major cities were located on the ____________________.

107 .Most major cities were located on the ________________________________________ because that was where European settlers first landed and because these port cities allowed trade with ____________________. 

108.The ________________________________________ make up the western border of North Carolina. 

109.  ____________________  extends the farthest east. 

110.  ____________________  was a geographic feature shared by twelve of the thirteen colonies. 

111.  ____________________  is located at approximately 39°N latitude, 76°W longitude. 

112. You would cover ____________________  miles if you started in Savannah, Georgia, and traveled to Charles Town, then to Wilmington, then to Richmond, and then to Williamsburg.

113. In order to tell population by a map, the population key must appear ____________________.

114. Georgia was smaller than ____________________, but it might have been more densely settled. 

115.Virginia imported the smallest number of enslaved persons in ____________________. 

116. Approximately ____________________  pounds of tobacco were exported from America to England in 1762. 

117. Approximately ____________________  enslaved persons were imported into Virginia in 1740. 

118. Between ____________________ importation of tobacco increased the most. 

119. Virginia’s importation of enslaved persons in ____________________  was the greatest. 

120. The number of enslaved Africans in Southern colonies increased dramatically in the late 1600s, mostly to satisfy the need for ________________________________________.

121. During the 1700s, the major reason that there were more Africans enslaved in the South than in the North was that ____________________________________________________________.

122. ____________________  enslaved persons were imported to Virginia in 1700. 

123. Approximately ____________________ of tobacco were exported from America to England in 1740. 

124. Between ____________________ the number of enslaved persons imported to Virginia increased the most.

125. About ____________________ of tobacco were imported by England in 1762 than in 1740.

126. ____________________  was the year the most tobacco was exported from America to England.

127. The overall trend in England’s importation of tobacco between 1619 and 1762 ____________________. 

128. The period between 1663 and 1700 saw the fastest increase in ____________________; after that, the quantities leveled off somewhat, but eventually continued to climb.

129. Trends in British tobacco imports from the American colonies between 1619 to 1762 ___________________________________________________________________________________________________________________________________________________________. 

130. Trends in Virginia’s importation of enslaved persons ____________________________________________________________. 

131. The number increased gradually to about ____________________  slaves in 1700, followed by drastic increases into the middle of ____________________ century (1762).

132. A cause-and-effect relationship existed between ________________________________________from 1663-1700. 

133. The tobacco trade seems to have caused an _____________________________________________________________________________. 

134. The tobacco trade increased from 1663 to 1700, followed by a jump in the number ____________________imported from the same time period. 

135. The production of tobacco increased dramatically in 1700 before there were many ____________________ to work in the fields.

136. ____________________and other European immigrants did most of the work before significant slave labor was available.

137. As indentured servants earned their freedom, plantation owners gradually replaced them with ____________________. 

138. The drop in tobacco importation between 1700 and 1740 ___________________________________________________________________________________________________________________________________________________________.

139. The drop in tobacco importation is not a real ____________________because the figure climbs again in 1762.

140. The middle passage refers to the part of the triangular trade system that carried _____________________________________________________________________________.

141. The ____________________ were the first Native Americans with whom Columbus came into contact.

142. Hero or Villain, ____________________ was a controversial character. 

143. Columbus could be viewed as a ____________________ because of his voyages and the risks involved; it took ________________________________________to cross an unmapped ocean. 

144. Columbus began his exploration with the intention of opening a ____________________. 

145. Columbus’ discoveries led to his spreading of _____________________________________________________________________________. 

146. Columbus could be viewed as a ____________________ by the long-term effects of his voyages through his ________________________________________because he was motivated by selfishness, seeking gold and glory rather than the betterment of humanity.

147. Columbus deceived the ________________________________________of the lands he found.

148. Pretending to be friendly, Columbus’ true aim was to ________________________________________.

149. Columbus did not hesitate to ____________________ from the native inhabitants of the lands he found, taking _____________________________________________________________________________.

150. The relationship between the slave trade and the production of _____________________________________________________________________________. 

151. The exportation of ____________________ seems to have climbed first, perhaps creating a demand for more ____________________.

152. Spanish colonists’ and English colonists’ treatment (in general) of the Native Americans they encountered differed in the ___________________________________________________________________________________________________________________________________________________________.

153. Spanish colonists and English colonists treated Native Americans as ____________________, attempted to impose their own ____________________on the native peoples, took ____________________ from Native Americans, and ____________________Americans with ____________________. 

154. The Spanish, however, ________________________________________, while the English attempted to drive them away.

155.  The Spanish made extensive efforts at ____________________, while the ____________________ did this less frequently. 

156. The Spanish turned much of the native population into a source of ____________________________________________________________.

157. The English turned mostly to ____________________as a source of slave labor.

Taking Notes in Class

In classes, your teachers will talk about topics that you are studying. The information they provide will be important for you to know when you take tests. You must be able to take good written notes from what your teachers say. Taking good notes is a three-stage process in which there are certain things you should do before class, during class, and after class. Here are the three stages of notetaking and what you should do during each stage.

1. Get Ready to Take Notes (Before Class) · Review your notes from the previous class session before you come to class. This will help you remember what was covered and get you ready to understand new information your teacher provides. · Complete all assigned readings before you come to class. Your teacher will expect that you have done this and will use and build upon this information. · Bring all notetaking materials with you to class. Have several pens and pencils as well as your notebook.

2. Take Notes (During Class) · Keep your attention focused on what your teacher is saying. Listen for "signal statements" that tell you that what your teacher is about to say is important to write in your notes. Examples of signal statements are "The most important point..." and "Remember that..." Be sure to include in your notes information that your teacher repeats or writes on the chalkboard. · Write quickly so that you can include all the important information in your notes. Do this by writing abbreviated words such as med for medicine, using symbols such as % for percent, and writing short sentences. · Place a ? next to information you write in your notes, but about whose meaning you are not sure.

3. Rewrite Your Notes (After Class) · Rewrite your notes to make them more complete by changing abbreviated words into whole words, symbols into words, and shortened sentences into longer sentences. · Make your notes more accurate by answering any questions you had when writing your notes in class. Use your textbook and reference sources to obtain the information you need to answer your questions. If necessary, ask your teacher or other students for help. · Check with other students to be sure you did not leave out important information.

Having good class notes will help you to be better prepared for tests.

http://www.how-to-study.com/study-skills/en/notetaking/27/taking-notes-in-class/

Using Acronymic Sentences to Remember Information

Creating an acronymic sentence is a good strategy to use when you have to remember information in a certain order. An acronymic sentence is a sentence that is created using the first letter of each piece of information to be remembered. Here is how to create an acronymic sentence. · Write each piece of information you have to remember. · Underline the first letter of each piece of information. If there is more than one word in a piece of information, underline the first letter of the most important word. · Write a sentence using words that begin with the underlined letters. "My (Mercury) very (Venus) earthy (Earth) mother (Mars) just (Jupiter) served (Saturn) us (Uranus) nine (Neptune) pizzas (Pluto)" is an acronymic sentence that students through the years have used to remember the order of planets around our sun, from closest to furthest. If you accept recent evidence that Pluto is not a planet, you can use "My very earthy mother just served us noodles."

Here are the five most populous cities in Indiana shown in order from highest to lowest: Indianapolis, Fort Wayne, Evansville, South Bend, Gary. Here is an acronymic sentence you can use to remember these cities in the order shown. "Insects from everywhere seem gross." Try to form an acronymic sentence that is funny or has a personal meaning for you. You will find the sentence easier to remember if you do this. When you remember the acronymic sentence you create, each word in the sentence will help you remember the piece of information it represents (for example, "Insects" represents "Indianapolis").

 Creating acronymic sentences is an effective and fun way to remember information.

http://www.how-to-study.com/study-skills/en/remembering/29/using-acronymic-sentences-to-remember-information/

Becoming a Flexible Reader

To become a flexible reader, you need to know how to select and use a reading style that is consistent with your purpose for reading. There are three important reading styles you should learn to use. Each has its own purpose. Knowing when and how to use these three reading styles will make you a flexible reader. Read to learn about the three reading styles used by flexible readers. Study Reading is the reading style used by flexible readers when their purpose is to read difficult material at a high level of comprehension.

When using the Study Reading style, you should read at a rate that is slower than your normal reading rate. Further, as you read you must challenge yourself to understand the material. Study Reading will often require you to read material more than once to achieve a high level of comprehension. Sometimes, reading the material aloud will also help you improve your comprehension.

Skimming is the reading style used by flexible readers when their purpose is to quickly obtain a general idea about the reading material. The Skimming style is most useful when you have to read a large amount of material in a short amount of time. When using the Skimming style, you should identify the main ideas in each paragraph and ignore the details in supportive sentences. Because you are only looking for the main idea in each paragraph you read, a lower level of comprehension is to be expected than when using the Study Reading style.

Scanning is the reading style used by flexible readers when their purpose is to quickly locate a specific piece of information within reading material. The piece of information to be located may be contained in a list of names, words, numbers, short statements, and sometimes even in a paragraph. Since you know exactly what you are looking for, move your eyes quickly over the reading material until you locate the specific piece of information you need to find.

Before you begin your next reading assignment, identify your purpose for reading. Decide if you are reading for a high level of comprehension, trying to get a general idea about what you are reading, or looking for specific information. Then use the reading style that is appropriate for your reading purpose.

http://www.how-to-study.com/study-skills/en/studying/33/becoming-a-flexible-reader/

The DETER Strategy for Taking Tests

To do well on a test, you must have good knowledge of the information that is being tested. But you must also have a strategy for taking the test that allows you to show what you know. The DETER strategy can help you do your best on any test.

Each letter in DETER reminds you what to do.

D = Directions · Read the test directions very carefully. · Ask your teacher to explain anything about the test directions you do not understand · Only by following the directions can you achieve a good score on the test. · If you do not follow the directions, you will not be able to demonstrate what you know.

E = Examine · Examine the entire test to see how much you have to do. · Only by knowing the entire task can you break it down into parts that become manageable for you.

T = Time · Once you have examined the entire test, decide how much time you will spend on each item. · If there are different points for items, plan to spend the most time on the items that count for the most points. · Planning your time is especially important for essay tests where you must avoid spending so much time on one item that you have little time left for other test items.

E = Easiest · The second E in DETER reminds you to answer the items you find easiest first. · If you get stuck on a difficult item that comes up early in the test, you may not get to answer items that test things you know.

R = Review · If you have planned your time correctly, you will have time to review your answers and make them as complete and accurate as possible. · Also make sure to review the test directions to be certain you have answered all items required.

Using the DETER strategy will help you do better on tests and get better grades. http://www.how-to-study.com/study-skills/en/taking-tests/46/the-deter-strategy-for-taking-tests/

Multiple-Choice Tests

Many of the tests you take in school will be multiple-choice tests. Here are two types of items you will often find on multiple-choice tests.

1. An incomplete statement followed by several answer choices. In this type of item, the missing part of the statement can be anywhere in the statement. You must circle the letter that represents the answer choice that correctly completes the statement. Usually there are four answer choices represented by the letters a, b, c, and d. Sometimes there are more than four answer choices. Here is an example of this type of item: The first president of the United States, ____, was known as the "Father of his country." a. Thomas Jefferson b. Abraham Lincoln c. George Washington d. Theodore Roosevelt You should circle "c" to show that George Washington was the first president of the United States.

2. A question followed by several answer choices. In this type of item, you must circle the letter that represents the answer choice that correctly answers the question. Here is an example of this type of item: How many states make up the United States of America? a. 48 b. 52 c. 46 d. 50 You should circle "d" to show that 50 is the correct answer choice for this question.

Sometimes, one of the answer choices is "all of the above." In the following example, "e" is the correct answer choice because all of the foods shown are dairy products. Which of the following foods are dairy products? a. milk b. ice cream c. yogurt d. cream cheese e. all of the above Other times, one of the answer choices is "none of the above."

In the following example, "b" is the correct answer choice because Argentina is the only country listed that is in South America. For "e" to be correct, none of the countries listed could be in South America. ______ is a country in South America. a. Russia b. Argentina c. Mexico d. Japan e. none of the above

Guidelines When Taking Multiple-Choice Tests Here are some guidelines that will help you correctly answer multiple-choice items.

1. Circle or underline important words in the item. This will help you focus on the information most needed to identify the correct answer choice.

2. Read all the answer choices before selecting one. It is just as likely for the last answer choice to be correct as the first.

3. Cross out answer choices you are certain are not correct. This will help you narrow down the correct answer choice.

4. Look for two answer choices that are opposites. One of these two answer choices is likely to be correct.

5. Look for hints about the correct answer choice in other items on the test. The correct answer choice may be part of another item on the test.

6. Look for answer choices that contain language used by your teacher or found in your textbooks. An answer choice that contains such language is usually correct.

7. Do not change your initial answer unless you are sure another answer choice is correct. More often than not, your first choice is correct.

8. Choose "all of the above" if you are certain all other answer choices in the item are correct. Do not choose "all of the above" if even just one of the other answer choices is not correct.

9. Choose "none of the above" if you are certain all other answer choices in the item are incorrect. Do not choose "none of the above" if even just one of the other answer choices is correct.

Knowing how multiple-choice items are constructed and using these guidelines will help you improve your score on a multiple-choice test.

http://www.how-to-study.com/study-skills/en/taking-tests/44/multiple-choice-tests/

True/False Tests

True/false tests seem easy. All you have to do is read a statement and decide whether the statement is true or false. At the very worst, you have a 50-50 chance of being right. But would you be pleased with a test grade of 50? Of course you wouldn’t. True/false tests are a lot more difficult than they seem to be. They test very specific factual knowledge. Nothing can replace having the knowledge. But even if you do have the knowledge, there are some guidelines you should follow to make sure you demonstrate your knowledge.

Guidelines When Taking True/False Tests

Here are some guidelines that will help you correctly answer true/false items.

1. Choose True for an item only when you are certain that the entire statement is true. This is especially important when the item contains more than one "fact." Read the following statement: Milk, cheese, and butter are all in the dairy food group. This statement is true because all three of these foods are part of the dairy food group. Now read this changed statement: Milk, lettuce, and butter are all in the dairy food group. This statement is false because while milk and butter are in the dairy food group, lettuce is not.

2. Be very careful when a statement contains a negative word such as not or a negative prefix such as un as in the word unfriendly. A negative word or prefix completely changes the meaning of a statement. Read the following two statements: Directions given by teachers should be very clear. Directions given by teachers should be very unclear. The first statement is true, while the second is false. At a quick glance, they two statements might seem the same. It is always important to read a statement carefully. It is especially important to do this when the statement contains a negative word or prefix.

3. When a statement contains two negative words and/or prefixes, cross out both. Two negatives typically make a positive, but in a very confusing way. Read the following statement: Eating a balanced diet is not unhealthy. This statement is true, but in a confusing way. Now read the same statement with the negatives crossed out. Eating a balanced diet is not unhealthy. The statement has now become: Eating a balanced diet is healthy. It is now a much easier statement to understand as true.

4. An absolute statement is usually false. An absolute statement contains words such as the following: all, none, always, every, never, only, and no. Each of these words suggests that there are no exceptions. Read the following statement: The official language of all the countries in South America is Spanish. This statement is false because of the absolute word all. Spanish is the official language of 9 of the 13 countries in South America. The exceptions are Brazil (Portuguese), French Guiana (French), Guyana (English), and Suriname (Dutch).

5. A qualified statement is usually true. A qualified statement contains words such as the following: some, many, usually, most, sometimes, may, and often. These words allow for exceptions. Read the following statement: The official language of most of the countries in South America is Spanish. This statement is true because of the qualified word most.

6. If you are uncertain whether a statement is true or false, take your best guess unless there is a penalty for wrong answers. If you have absolutely no clue, choose True as your answer. Research has shown that true/false tests typically contain more true statements than false statements. This is because teachers typically use tests not only to assess what you have learned, but to reinforce what you have learned. True/false tests can be tricky.

Use these guidelines to do your best.

http://www.how-to-study.com/study-skills/en/taking-tests/78/true/false-tests/

Direction Words In Essay Test

Items Most essay test items are not presented in the form of a question. Instead, they are often presented as a statement that includes a direction word. The direction word tells you what you should do when you write your answer to the item. Look for the direction word and be sure to do what it tells you to do. Here are the direction words that are most frequently used by teachers when they write essay test items.

The meaning of each direction word is provided and is followed by an example of an essay test item using that direction word. Get to know what each of these direction words tells you to do.

· Analyze - Analyze tells you to break something down into its parts and show how the parts relate to each other to make the whole. Analyze the factors that contribute to good health.

· Compare - Compare tells you to show how two or more things are BOTH similar and different. Compare the forms of government found in the United States and in China.

· Contrast - Contrast tells you to show how two or more things are different. Contrast the Republican and Democratic political platforms.

· Define - Define tells you to explain the meaning of something in a brief, specific manner. Define what is meant by "living life to the fullest."

· Describe - Describe tells you to present a full and detailed picture of something in words to include important characteristics and qualities. Describe what it was like to live in ancient Rome.

· Diagram - Diagram tells you to illustrate something by drawing a picture of it and labeling its parts. Diagram a modern commercial jet airplane.

· Evaluate - Evaluate tells you to present both the positive and negative characteristics of something. Evaluate the impact of rap music on American youth.

· Explain - Explain tells you to provide facts and reasons to make something clear and understandable. Explain why the American Civil War occurred.

· Justify - Justify tells you to provide reasons and facts in support of something. Justify the need for the federal income tax.

· List - List tells you to present information about something as a series of brief numbered points. List the ingredients needed to bake bread.

· Outline - Outline tells you to present the most important information about something in a carefully organized manner. Outline what it takes to be successful in school.

· Summarize - Summarize tells you to present the main points about something in a brief form. Summarize how Thomas Edison's inventions have made our lives better.

· Trace - Trace tells you to present the order in which something occurred. Trace the major events that led to America's Declaration of Independence.

Recognizing these direction words and knowing what they tell you to do will help you do well when taking an essay test.

http://www.how-to-study.com/study-skills/en/taking-tests/43/direction-words-in-essay-test-items/

Test Anxiety

WHAT IS TEST ANXIETY? Too much anxiety about a test is commonly referred to as test anxiety. It is perfectly natural to feel some anxiety when preparing for and taking a test. In fact, a little anxiety can jump start your studying and keep you motivated. However, too much anxiety can interfere with your studying. You may have difficulty learning and remembering what you need to know for the test. Further, too much anxiety may block your performance during the test. You may have difficulty demonstrating what you know during the test.

HOW DO I KNOW IF I HAVE TEST ANXIETY? You probably have test anxiety if you answer YES to four or more of the following:

1. I have a hard time getting started studying for a test.

2. When studying for a test, I find many things that distract me.

3. I expect to do poorly on a test no matter how much or how hard I study.

4. When taking a test, I experience physical discomfort such as sweaty palms, an upset stomach, a headache, difficulty breathing, and tension in my muscles.

5. When taking a test, I find it difficult to understand the directions and questions.

6. When taking a test, I have difficulty organizing my thoughts.

7. When taking a test, I often "draw a blank."

8. When taking a test, I find my mind wandering to other things.

9. I usually score lower on a test than I do on assignments and papers.

10. After a test, I remember information I couldn't recall during the test.

WHAT CAN I DO ABOUT TEST ANXIETY? Here are some things you can do before, during, and after a test to reduce your test anxiety.

1. Use good study techniques to gain cognitive mastery of the material that will be covered on the test. This mastery will help you to approach the test with confidence rather than have excessive anxiety. Employ the tips we provide at Study Habits.

2. Maintain a positive attitude as you study. Think about doing well, not failing. Think of the test as an opportunity to show how much you have learned.

3. Go into the test well rested and well fed. Get enough sleep the night before the test. Eat a light and nutritious meal before the test. Stay away from junk foods.

4. Stay relaxed during the test. Taking slow, deep breaths can help. Focus on positive self-statements such as "I can do this."

5. Follow a plan for taking the test such as the DETER strategy we describe at A Strategy for Taking Tests. Don't panic even if you find the test difficult. Stay with your plan!

6. Don't worry about other students finishing the test before you do. Take the time that you need to do your best.

7. Once you finish the test and hand it in, forget about it temporarily. There is nothing more you can do until the graded test is returned to you. Turn your attention and effort to new assignments and tests.

8. When the graded test is returned to you, analyze it to see how you could have done better. Learn from your mistakes and from what you did well. Apply this knowledge when you take the next test. You have to know the material to do well on a test. You have to control test anxiety to show what you know.

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