Bluebook exam study guide

The aim of this exam is follow up on the course objective to strengthen ACTIVE HISTORICAL THINKING which means:
>To master a body of historical knowledge-the events and dates, the "facts”
>To analyze the relationships among those facts; to draw conclusions about the significance of the facts.
 

The next bluebook exam will consist of the same two parts but with some readjustments.  The biggest change will be that this exam will be providing you relevant factoids for each item; i.e., you will be provided a "cheat-sheet" of sorts (see below).
 

WHY THE EMPHASIS ON WRITING?
Writing is the mirror of the mind.  When you want to see what you look like, you look in the mirror.  But where do you look to see what is in your mind? A reflection of what is in your mind, visible to yourself and others, is what you write.  If your writing is clear, then it shows that your thinking is clear; the converse is also true as unclear writing reveals unclear thinking.  Writing is the means of clarifying and refining our thinking. The mere process of writing out our thoughts compels us to have to clarify and structure our thinking. 
 

BLUEBOOK EXAM FORMAT:  This is what you will have the day of the exam.  If you are not prepared to address almost all the factoids provided then select another ID or essay question to better show the depth of your preparation.

> No outside information allowed [no cheating]; just what you prepared in your head.
> Use a bluebook & pen; write on front & back; don’t skip lines & leave space inside cover & the margins for comments
> You have 75 minutes:  use time management!
> B & A students will incorporate relevant, supplemental points from assigned reading
> When finished submit exam & depart

 PART I:  Four I.D. Terms (9-10 minutes each /10pts each / adequate begins at one page in a small bluebook*)
Explain these points (supplemented with relevant points of your own) to an outside college level reader (no argument needed) in a coherent paragraph (no lists) that begins with the statement:  The significance of [I.D. term] is ... (one or two sentences on this then go to the relevant "twigs" or factoids).  

[Five ID terms (answer four) will be posted similar to this sample:]    ID1     ID2     ID3     ID4     Layers of the Debate 
Man, Group, Ideals       "Iceberg analogy"     symbol of contested legacy of European colonialism 
"The attack on Columbus is ominous because the actual target is Western Civilization." ~Michael Berliner


 PART II.  One Argumentative Essay (35-40 minutes / 40 pts / adequate begins at 4 pages in small bluebook*)
 Write an essay aiming to convince the reader (an outside college student so you explain your points).  Begin your first paragraph with an engaging context then a clear thesis sentence (position in this Argument) that reads:  the "greater truth" of [restate the question selected] is ....  Then in several paragraphs that follow provide clarity on the Problem (conflicting truth claims) & Evidence (pro and con) as you demonstrate "informed judgment" integrating the points provided below (supplemented with relevant points of your own).  

[Two questions (answer one) from the green roman numerals in lecture will be posted similar to this:]

 What is the fight over Christopher Columbus about?
A. Columbus Day Controversy
 "Most important, [Columbus’] purpose from the beginning was not mere exploration or even trade, but conquest and exploitation, for which he used religion as a rationale.  If textbooks included these facts, they might induce students to think intelligently about why the West dominates the world today." -~James Loewen

"The reason for [American students'] distress is that what our young know is largely a product of multicultural education, which teaches them to despise Western civilization." ~ Dinesh D’Souza

The state of South Dakota replaced Columbus Day with "Native American Day"

"Was Cortez a brutal exploiter and enslaver? Yes. Were the Aztecs brutal exploiters and enslavers? Yes."  ~Lowell Ponte

 "No sensible Indian person can celebrate the arrival of Columbus,"!" meant, "No sensible Indian other than those who survived the Aztec slaughters!" ~Larry Schweikart
B. Layers of the Debate

C. Redemption
"Can a nation rise above the injustices of its origins and, by its moral purpose and performance, atone for them?"  ~Paul Johnson

*The number of written pages (based on not skipping lines, leaving margins & average size handwriting) will vary, so this is a general guideline to let you know where you should aim for quantity and quality:  one page of text per ten minutes.  Some will be able to write more than this so by all means do so; however this is to notify those who write just six lines in an ID term, for example, that you need to push yourself further to better demonstrate that you know more to score higher.

 

HOW CAN I FIND TRUTH FOR MYSELF?
"We are better prepared to recognize truth and
falsehood if we can argue a question pro and con."
~Aristotle
 
What is expected in a college level history class? (or is Dr. Y being unreasonable)

 		 The response to what should be expected in a college history class is both subjective and objective, but the standard definition is provided by the College Board which administrates the various Advanced Placement (AP) courses nation-wide.   The expectations are significant as you can see for yourself [click on  www.collegeboard.com for U.S. test samples]. 

The College Board explains that AP history is the equivalent of an introductory college course, where students "should learn to assess historical materials—their relevance to a given interpretive problem, their reliability, and their importance—and to weigh the evidence and interpretations presented in historical scholarship."  The College Board primarily defines a college level history course as being about developing "the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format."  [See www.collegeboard.com ]

The qualifying exam of three hours consists of two parts:  a multiple-choice and essay sections.  There are no notes allowed:   the College Board expects the ability not only to recall factoids but to be able to utilize them to form coherent essays.  This is what others had to accomplish to achieve college level history credit, and that sets the standard of a college level history course.  [See www.course-notes.org to get a sense of the scope of the material required] 

 HOW CAN I BEST PREPARE?
The best preparation begins with regular class attendance,
doing the assigned reading and taking good notes.
 

 
Part I:  ID TERMS. "Forest, Trees & Twigs."

> Provided only in class (no online Powerpoints, etc.) thus these assess your attendance, note-taking, review of material & incorporation of relevant supplemental portions from course reading.

NOT ALL FACTS ARE CREATED EQUAL.  The historian is thus called upon to make sense of the facts, and to figure out where they belong, very similar to organizing items for recycling (image at left).  James Loewen explains organizing your ideas in terms of the Forest, Trees & Twigs.  This way you can move back and forth, from the big picture to the specific points and make sense of where facts fit into a larger story.

1. I.D. TERM [“Tree”].  These are key ideas or concepts defined in lecture (and where relevant assigned reading).

2. FACTOIDS [“Twigs”]. The relevant who, what, when &/or where from lecture and where applicable the assigned reading.

3. SIGNIFICANCE [“Forest”]. The significance of this term in a sentence or two that defines the overall importance of this term, explaining why should someone be interested in this and its connection to a larger theme.
 
"Rhyme" No repeat: the "trees" & "twigs" are always different

FOREST
 Human Relevance / Significance Broad recurring theme

TREE
Specific topic

TWIGS
Relevant facts, evidence, specific examples, etc.


Quest for equity

Women’s Rights Movement

Elizabeth Cady Stanton

Civil Rights Movement

Martin Luther King Jr.

Individual vs. the state

Bill of Rights

Gun ownership

SAMPLE I.D. TERM
ID terms are always underlined, and the material for this is provided in class with the PowerPoint slides.  Here's an example of what is considered a good response:

All these points below came from the PowerPoint slides in lecture, but you'll see that not all of them are covered (which is not necessary) but an effort is made to demonstrate scope: Here you have some commentary explaining what works well in this ID term.
The significance of the Layers of the Debate is that when Columbus is being debated, there are various layers well beyond just Columbus that are directly or indirectly being addressed, and the debate is about more than just the man, but also the group and ideals that he represents.  He is a symbol for the contested legacy of European colonization in the Americas.  << Here the overall significance, the "forest" or big picture if you will, is clearly defined and identified; note this was illustrated by the image of the iceberg with just its tip above the surface with much more going on below the surface, so that's another possible way to explain this three-part concept or layers that are clearly identified right away.  Then the second sentence was provided you directly in lecture.
Like Columbus, Martin Luther King, Jr. also shares the distinction of having a day in his honor, and like Columbus he too is a symbol for a group and a set of ideals.   << There are no definitive dates for this because this applies to the present, though Columbus' part of the story begins in 1492 if you wanted to provide that.  Perhaps you might also consider including that the group symbolized are whites.
The debate therefore is a contest for symbols, because if one gets people to associate Columbus with a negative, one can also generally get people to negatively define the group and ideals Columbus represents. <<This was the point made by Allen Ginsberg, which is another potential option (name) to mention.  People relate to symbols, so if you can get people to associate this with that symbol, you have success in persuading them to your viewpoint.
Michael Berliner stated the same when he said that attacks on Columbus were actually an attack on Western Civilization and its ideals. >>Here the the ideals being symbolized are identified as those that represent Western Civilization which are also being debated.

 

WHAT IF I'M UNCLEAR ABOUT WHAT IS EXPECTED?
 It's a peculiar feature of human nature:  the mindset of "misery loves company."  In class it consists of the following:  a student is unclear about what is required but instead of seeking further clarification from the instructor, the student contents him/herself in finding other students who are also uncertain.  So instead of someone seeking clarification, all potentially receive a lower grade (but seemingly one feels better that others suffered the same fate).  So if you see this pattern developing around you, step outside of it and be pro-active.  Take the initiative to seek out further clarification from the instructor to help yourself & potentially others. 

 
Part II:  Argumentative Essay (P.E.A. Problem, Evidence & Argument) 
The College Board primarily defines a college level history course as being about developing "the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format."

NOTE:  This is history beyond the comfort zone of non-controversial factoids.  This type of essay requires that you take a position in an ongoing historical debate, not merely summarizing one or both sides.  It is about you convincing someone to take your position.

> Study questions provided in lecture (come to class regularly) thus assessing your attendance, note-taking, review, incorporation of relevant supplemental portions from course reading + ability to argue pro and con.

WHAT ARE THE BASIC ESSENTIALS OF AN ARGUMENTATIVE ESSAY?
The persuasive/argumentative essay is your opinion on a historical question, but an opinion is not enough if not backed up by evidence & historical reasoning.  An argumentative essay consists of the following six points (derived from >>>>

I. Topic/thesis statement:  position you are arguing--your "Greater Truth".
II.  Context/significance:  remember that the reader requires context
III. Key claims (positive evidence):  best points in your favor
IV. Counter claim (negative evidence): counter points & why "lesser truth"
V. Basis of judgment:  why should someone accept your evaluation
VI. Conclusion:  restate your greater truth

GRADING CRITERIA for the argumentative/persuasive essay are:

 

Form / Style
 

Introduction.  Paragraph with engaging context then a clear, specific thesis statement taking a position.
 

Organization.  Paragraph structures not too long or too short; internal logic of case from point to point.
 

Conclusion. Shows ability to "pull together" the body of the essay, and finishes with a new twist to the thesis.
 

Audience (Clarity) & “Storyteller”.  Shows ability to explain to a college level audience with no outside knowledge
 

English mechanics.  Appropriate word choice, spelling, sentence fragments, grammar, punctuation; no slang.
 

Sources clearly identified.  Makes it clear to reader what key source(s) is being used.
 

Content / Substance
 

Positive Evidence/Claim.  Use and comprehension of the main points that backup your thesis; not just asserting.
 

Negative Evidence/Counter-claim.  Challenges the strongest counter-argument(s) to your thesis; no name-calling.
 

“Detective” (Knows the facts). Shows grasp of the major lecture points; demonstrates good preparation.

 

Supplemental reading. Student demonstrates points from assigned reading beyond class points.

 

Scope of the Problem.  Understands the complexity of the problem; recognizes the fundamental issues.
 

“Responsible Judge.”  Clear basis of judgment; makes the case for why one basis is preferable to the other(s).
 

“Philosopher” (Inquiry/Analysis). Shows ability to go deeper into the issue; analyzes implications /consequences. 



ARGUMENTATIVE ESSAY SAMPLE
These are provided you in class with the PowerPoint slides, and they are clearly identified each with a Roman numeral and green letters.  Here's an example of what is considered a good response:

The ongoing fight over Christmas Columbus is about more than just the man.  It's a fight over whether he is deserving of day with his name on the calendar, it's about him as a symbol that represents the contested legacy of European colonization, and finally whether or not Western Civilization has done enough to redeem itself for the early years of conquest and exploitation.  While Columbus and company brought both good and bad things, the greater truth is that in the long term things were better off as a result of the colonial legacy. (thesis) <<Here right away in one paragraph you have a mention of the key points raised for this section, points A. B. & C below the roman numeral.

Then you also have a clear statement of a thesis or position in the argument.
     The second Monday of October is a day set aside to commemorate Christopher Columbus.  But even here on the campus of San Diego State University, that go by the mascot of the Aztecs, it is a holiday that is not celebrated but condemned by some because Columbus is said to have brought with him death and destruction.    The numerous cardboard versions of tombstones placed on campus around that holiday attest to this connection, and furthermore we are told it is a false holiday because Columbus never really discovered anything if people were already living in the Americas.

What is flawed in the case of the critics is judgment because of the double standard employed by critics.  As Lowell Ponte notes, "Was Cortez a brutal exploiter and enslaver? Yes. Were the Aztecs brutal exploiters and enslavers? Yes." But critics only criticize Europeans and overlook similar acts of the natives.  Larry Schweikart notes the same when critics proclaim that "no sensible Indian person can celebrate the arrival of Columbus!" coming to really mean "No sensible Indian other than those who survived the Aztec slaughters!" 

Here the explicit reference to the controversy here at SDSU is referenced, and how it relates to the contest over symbols in layers of the debate.

 

 

Here the argument goes to undermine the basis of judgment of the opposition, to weaken their credibility.
     The fight over Columbus plays out across various layers, so there is more there than meets the eye. Like Columbus, Martin Luther King, Jr. also shares the distinction of having a day in his honor, and like Columbus he too is a symbol for a group and a set of ideals.  The debate therefore is contest for symbols, because if one gets people to associate Columbus with a negative, one can also generally get people to negatively define the group and ideals Columbus represents.  Michael Berliner stated the same when he said that attacks on Columbus were actually "an attack of Western Civilization." Here material prepared for the ID term in this section is utilized as part of the essay.
     Some associate Columbus and company with conquest and exploitation, and they stole their advantage.  It is clear to see when Columbus wrote himself, that he seemed to be obsessing about gold, so authors like James Loewen have at least the lesser truth when they call our attention to these and other negative facts.  Yes, it seems apparent that Columbus' "purpose from the beginning was not mere exploration or even trade, but conquest and exploitation." But what these critics miss is that there are two sides to the story.  Here evidence of having read and comprehending the Columbus letter posted on the webpage, and recognition by name of the opposing viewpoint; shows awareness of the two or more sides to this debate.
     All countries were born in conquest, and the same applies to the United States, but the difference is that other older countries have their early history hidden while the United States has all of this in the history books.  So if we judge country to country, America was like every other nation.  The difference is that over time America would go on to makeup for these earlier bad things to provide more good things, including the liberty and opportunities that are presently provided.   In response to Paul Johnson's basis of judgment, the United States specifically, and the West generally, have been able to "rise above the injustices of its origins and, by its moral purpose and performance, atone for them." 

As Dinesh D'Souza argued in the short term European colonization, that Columbus symbolizes, brought more-so bad things.  But over the long term European colonization brought about more good, because it put in place the positives of western ideals of freedom of speech, religion and assembly, in put in place public education and the notion of universal human rights and other positive ideals of the West that we enjoy.  And that is why the West has been able to claim redemption in the long term.

 Here a case is made for the basis of judgment.  The term applied to this is Stengel's  Conservative patriotism which is an option to mention as well.  Here you draw from relevant points elsewhere in lecture to argue your position and supplement the points presented.
     The controversy over Columbus is certain to continue, but one should not easily be lead astray from what is actually being contested, because it's not just about the man but about something far larger than him:  whites and Western Civilization.  And if people of different colors are going to get along, we don't really move forward by continuing to demonize a whole group, and most would understand and appreciate the good things that Western Civilization has made possible.  As D'Souza concluded, it might be time to see through distorted history which teaches young American students to "despise Western civilization." Here the conclusion provides a reminder of the thesis position, but stated with a twist to distinguish it from the intro.

 

Q: How does one "do" history and show that on an exam?   A: Show you can "cook" history.

If G.K. Chesterton was correct in stating that history is "a confused heap of facts" then it's the historian's job to make sense of those facts.  Ultimately what is required is an ability to synthesize (combine) the factoid and inquiry approaches.

If as the College Board defined a college level history course as being about developing "the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format," the task then is to learn how this is done.  It requires developing an ability to synthesize (combine) the factoid with the inquiry approach--and this frankly is not easy.  It requires some work on the part of the student to learn.

The authors Furay & Salevouris are assisting us in learning how to do this, but in a less formal fashion here the answer will follow along with the analogy of a cooking chef.  These exams are about assessing if you can "cook" history for yourself.  The hope is that if you can develop these skills, you will find history to be something useful and thus become more of a history fan.

As any chef knows (and Furay & Salevouris write about in terms of history), there is no one way to cook a dish.  Think about making Clam Chowder for example.  Yes, the ingredients consist of clams and broth, but many a chef has a variation on this (check it out yourself and view various recipes online).  So doing history is like cooking:  there are various ways to combine the "ingredients" (material from class & assigned reading) to make an intellectually edible dish if you will. 

In class, for each item ("dish") you are provided the "ingredients."  For example, the question: What is the fight over Christopher Columbus about?  The ingredients necessary to "cook this dish" were listed in an a/b/c fashion:  A. Columbus Day Controversy / B. Layers of the Debate / C. Redemption.  Not all "ingredients" are interchangeable, so to answer question 'X' one should not be primarily using factoids ("ingredients") from question Y otherwise when one reads the response expecting Clam Chowder they are tasting Chili con Carne instead.  See how this works?  But of course, one can always flavor--provide a pinch-- to their dish of outside ingredients (relevant points from the assigned reading) which is fine and encouraged for a distinctive "dish."







"Muppet Chef" video

MAKE-UP OF IN-CLASS EXAMINATIONS.  Exams are given on pre-determined days as listed in the syllabus.  Make-up exams are possible if a student:

  • Contacts the instructor within one-week of the scheduled exam (versus getting around to it when you want), and

  • Provides the instructor with a valid reason why you were unable to take the exam on the assigned day.  Few savor the crunch-time of exams so your excuse needs to be extraordinary.  A "valid" reason requires something more than you were not prepared, you made a mistake following directions, you were feeling bad that day, you did not get enough sleep the night before, etc.  I may ask you for written verification because the instructor is a natural skeptic (history tool--skeptics require proof).  This would mean a note from a doctor, an obituary for a death in the family, etc.