So, let's start with what we already know. To write a term, you need a:
~Who (1 pt.)
~Where (1 pt.)
~When (1 pt.)
~Early: '00 - '35
~Mid: '35 - '65
~Late: '65 - '99
~What (3 pt.)
~Why (4 pt.)
Total = 10 pts.
The example that Mr. Johnston gives you on the summer homework assignment is short and sweet but not enough. He talks about how it should be in paragraph form, which means that it should be about five sentences long, right? Well, that depends on what grade you want to get.
There are basically two types of people when it comes to writing (and studying) terms. Those who practically have a photographic memory, and those who don't so they are the ones that have to study their butts off in order to get a B or above. Depending on how your brain works, writing long paragraphs or some blurbs is all up to you. If you can retain information easily from notes, lecture, and other sources, then maybe you only need the basics down and along the way, you can write in some side comments that you missed. If you are a drill-and-kill kind of person, where you need to hear and see the information multiple times in order to get it down, maybe the more information you put down the better. Test out different methods throughout the year and by the time you get to Ch. 8, you should have some idea as to what works out for you.
Now for the actual writing part of this! There is no cookie cutter way to do a term because all of the terms entail different numbers of how many people, places or things are involved. Most of the time, though, there are some easy guidelines to follow but if you are at all wondering if you need more information, just ask Mr. Johnston if a certain person, place or event is necessary.
For the who, there are usually one or two people involved in the matter (but remember, that some terms, like the American Renaissance, have maybe 8 people). From what I remember, the where can get tricky because sometimes (more in colonial and WWI & II situations) all you need is a country or two while other times (everything else) you should include a certain state, city, or area (old Midwest, New England, etc.). In the beginning the when can get a little foggy but it gets better as you reach the 1700s. If you are confused about any of these three easy points, just ask because it's annoying to have one point taken off because you said it was early 1600s, when it was really late 1500s. The what is where you show that you know who a person was or what happened. This is the area where you prove to Mr. Johnston that this is nothing new to you. Explain important facts that, per say, Roger Williams did or what occurred during Bacon's Rebellion. What led to it? What did people do? How did others react? What came out of it? Etc. Finally, the most important part of all is the why. When writing up a term, just like when you are reading, wheels should be turning thinking of how this connects and why you are learning this instead of something else. Why is this
significant?
After you write a term, highlight the important information. Sentences are hard to read over and over but if you highlight just the name or a place or a blurb, it is easier to formulate what happened (for all those last minute study sessions at lunch or on the bus).
The day before the test, Mr. J goes over terms. This means that he will go over the why portion that he WILL be looking for. Yes, it means that maybe it is not necessary to write up the why in your notebook when you first write the term BUT definitely write down the why that he gives you! If you don't have one of the whys that he is looking for on your test, that is -2 points off, which is automatically an 80% on your term. Also remember that this time (where he goes over the terms) is not only for marking down the why, but it is also for asking questions. Now, all of the questions that you had while writing up the term can be answered not just for you, but for someone else who might be asking the same thing in their head.
Finally, for those who were at the meeting, Mr. J talked about how just copying terms from your brother or friend, or rewriting what is in the textbook or Wikipedia, will not cut it for this class. I know from experience that copying is not the best way to go for ME because I didn't take in what I was writing, I was just writing in order to get it done thinking, Oh, well I'll just retake the term if all else fails. Obviously, that didn't do me any good because then my multiple choice failed as well. Copying doesn't work for this sort of class UNLESS you are taking in the information, adding in some comments, and making the wheels turn. That is not easy for many to do, therefore writing them up yourself feels like the most beneficial way to do this.
If you have any questions or additions to this post, please comment and I hope this helps!!!