Analyzing Multiple Choice Strategies

The video tutorial provides strategies for teaching stimulus-based multiple choice questions in AP History classes. It highlights the importance of content knowledge, historical thinking skills, conditioning, and dissection. The instructor shares techniques like rapid document review and question dissection to improve student performance. The video concludes with additional resources for teachers.

What are the three tasks required for students to tackle stimulus-based questions effectively?

• Content knowledge, guessing, and dissection

• Historical thinking skills, guessing, and dissection

• Content knowledge, historical thinking skills, and guessing

• Content knowledge, historical thinking skills, and conditioning

Why is conditioning important for students when answering stimulus-based questions?

• It helps them guess the answers correctly

• It allows them to answer questions quickly under time pressure

• It improves their handwriting speed

• It helps them memorize the questions

What analogy is used to explain the importance of conditioning?

• Swimming a long distance

• Climbing a mountain

• Running a marathon

• Training for an ultra marathon

What is the purpose of rapid document review in the context of stimulus-based questions?

• To enhance students' speed and comprehension

• To help students memorize documents

• To improve students' handwriting

• To make students more competitive

How can students practice rapid document review effectively?

• By ignoring the documents

• By summarizing documents in one sentence

• By discussing documents in groups

• By reading documents slowly

What is the first step students should take when dissecting multiple choice questions?

• Identify the correct answer immediately

• Look for the two obviously wrong answers

• Guess the answer

• Read the question multiple times

What is a distractor in the context of multiple choice questions?

• An answer that is factually incorrect

• An answer that is outside the time period

• An answer that is factually correct but does not answer the question

• An answer that uses the wrong historical thinking skill

What are the three reasons why wrong answers are usually incorrect?

• Wrong historical thinking skill, too complex, irrelevant

• Outside the time period, too short, irrelevant

• Factually wrong, too long, irrelevant

• Factually wrong, outside the time period, wrong historical thinking skill

What is the correct answer to the APUSH CED example question about the evidence for the Republicans' claim?

• The Three-Fifths Compromise

• The Northwest Ordinance of 1787

• The international slave trade ban of 1808

• The Emancipation Proclamation

What is the main goal of the dissection skill in multiple choice questions?

• To memorize all possible answers

• To understand the structure of questions and identify wrong answers

• To identify the correct answer immediately

• To guess the answer based on intuition