Howard Berg Study 1 & 2 Reference Guide PDF

Study
1&2
Gateway
Preparatory Reference Guide
School
www.gatewayprep.com
The Gateway Study Advantage
With Dr. Kuni Michael Beasley and Howard Berg
Contents
Slide Title Pg Slide Title Pg

Narrative 3 TRADITIONAL 29
TRY THIS 4 ABCOQ ASSIGNMENTS 29
BONE TABLE 5 BONE DOCUMENT 30
BLOCK NOTES 6 BLOCK NOTE 30
PRACTICE MECHANICS 7 SKIM – BLOCK 31
BONE DOCUMENT 8 COMBINE & CONDENSE 32
BLOCK NOTE 8 4 KEY POINTS 32
INSPECTIONAL 9 CONDENSE KEY POINTS 33
SCAN 12 DEVELOPING INSIGHT 34
REFERENCE 13 INSIGHT 34
DECLARATION 14 KISS NOTE 35
SCHEMA HEADERS 16 SIGNIFICANCE 36
BONE SCAN 18 SIGNIFICANCE 36
SKIM – KEY INFO 19 KISS NOTE 37
SKIM BLOCK 21 TWO TYPES 37
ABCOQ PROCESS 22 NOVELS 38
ABCOQ - Abstract 23 TABLES 40
ABCOQ – Abstract 24 NOVELS – KISS 41
ABCOQ - Biography 25 KISS 44
ABCOQ – Biography 26 PARALLEL TABLE 45
ABCOQ - Chronology 27 PARALLEL NOTES 46
ABCOQ – Chronology 28 TIME MANAGEMENT 47
ABCOQ – Outline 28 XYZ 48
ABCOQ – Questions 28
These are the examples shown in the program for your reference
Narrative
Welcome to the Gateway Study Advantage.
We are not going to bore you with a lot of lecture. We’re just going to start teaching you and showing
you how to study better. You will need three things to start:
1. Audio/Visual Program – This is what you are listening to right now.
2. Reference Guide – This has all the material in text form that we will use to show you how to do
this program. This is in Adobe format and you can view it on your PC as we go through this pro-
gram. You are not required to print this out, but if it is more comfortable to you, feel free to do so,
3. Workbook – This contains the templates for your notes. Make sure you print this and have this
out, and be sure you take notes during the program.
If these are not ready, stop the program and get these before you proceed.
© 2004 Dr. Kuni M. Beasley, Ph.D. All rights reserved. Ê Gateway Preparatory School, Inc. Page 3
TRY THIS
Paradigms for Learning
There are three components to our Learning System: Erudition, extracting what is Meaningful, Applicable, and Practical to what
Elucidation, and Elocution. you need to learn. In this course, we will show you how to Ana-
lyze what you Read so you can think more and work less.
Erudition - This is the ability to read, study, and teach YOUR-
SELF, with minimal outside intervention; and the ability to Document - Document simply means TAKE GOOD NOTES
THINK – reason through and understand complex problems and over what you have Read, Organized, and Analyzed. You
concepts. Erudition is the MOST important ability for academic Document information that you will need to take tests and write
and lifelong success. papers. In this course, we will show you different ways to
Document your information in a form that will help you to pre-
Elucidation - Technically, this means to “bring light to” some- pare for tests and write papers.
one. In a proper learning environment, where the responsibility
of learning is on the STUDENT, Elucidation is what teachers, Levels of Reading
professors, and even other students do to Enhance (add depth and
detail) and Enrich (add breadth, meaning, and related informa- Mortimer Adler is perhaps the greatest educational philosopher
tion) to your own Erudition. In a college environment, there are of the last half of the 20th century. He identified four levels of
two parts to the learning process: student Erudition and professor reading in his book How to Read a Book. Elementary, Inspec-
Elucidation. The professor expects the students to read and un- tional, Analytical, and Syntopical. We use his levels in teaching
derstand the homework assignment. The professor provides Elu- our learning system. To understand how we approach this and
cidation in that he/she focuses lectures on: the other reading levels, we need some definitions.
1. Those things in the reading that the professor feels is not Elementary Reading has to do with the basic engagement with
covered with enough depth and detail (Enhance), and words, sentences, paragraphs, and their meanings. This is the
2. Those things not covered in the reading at all that he or she development of phonics, vocabulary, grammar, and comprehen-
feels needs to be covered with greater breadth and meaning sion. The focus is to develop the skills to answer the question
by providing related information (Enrich). “What does this (word-sentence-paragraph) say?” We will as-
sume you are past this level and not address issues with elemen-
Elocution - This is the ability to communicate what you have tary reading.
learned in an Articulate, Eloquent, Intelligent, Organized, and
Understandable manner (AEIOU). Inspectional Reading is the starting point of our reading and
studying process. This is a broad treatment of the reading mate-
Erudition = ROAD (Read+Organize+Analyze+Document) rial. Inspectional Reading usually takes little time (even less if
you Speed-Read). We are looking for structure with some sub-
Erudition is the focus of this program. There will some use of stance to become familiar with Main Idea, orient on the Key
Elucidation techniques. Elocution is covered in our Gateway Points the writer makes, and exposing some Insights and Signifi-
Writing Advantage program. cance beneath the “surface structure” of the text. If you have
time constraints, Inspectional Reading is the absolute minimum
Read - The most important component of Erudition is to READ. you must do.
There are different ways to read. Many people try to read a text-
book like they read a novel. In this course, we will show you Analytical Reading is going beyond scanning and skimming; it
different ways to read. In your Erudition, you will use the proper is actually reading the material for content understanding. Ana-
reading method and your learning will be easier and faster – be- lytical reading is where you skim to locate the information. Then
cause you know how to do it and people who know what they are you read with more focus to apply more information to better
doing get things done faster and better than people who don’t. understand the Main Idea and become more familiar with the
Key Points, to orient your thinking to develop Insight and Sig-
Organize - You Organize the information in how you see it in nificance, and expose more details to support your Insight and
the book, Organize the information in your minds, and Organize Significance.
the information in your notes. To be thorough, you have to do all
three. In this course, we will show you how to look for Organi- Syntopical Reading is the most complex type of reading where
zation in textbooks, Organize your mind to receive and recall you read multiple sources on the same subject. Here you come
what you learned, and Organize your notes to prepare you for up with findings that may not be mentioned in any of the refer-
tests and write papers. ence material. You apply Analytical Reading to the individual
sources, comparing the Main Ideas and Key Points across
Analyze - You Analyze the information as you Read and Organ- sources. Then, developing Insight and Significance across the
ize it. Analyzing is looking to see patterns in the material, look- sources to expose common themes imbedded in the writings.
ing to understand the author, figuring out what is important, and
BONE TABLE
Header Note Reference

Erudition
Elucidation
Enhance + Enrich
Elocution
AEIOU
ROAD
Read
Organize
Analyze
Document
Reading Levels
Elementary
Inspectional
Analytical
Syntopical
BLOCK NOTES

Erudition Read and study and teach yourself
Elucidation Bring light to – professors enhance and enrich
Enhance + Enrich Enhance – more depth and detail; enrich more breadth – related info
Elocution Ability to communicate
AEIOU Articulate, eloquent, intelligent, organized, understandable
ROAD Read-Organize-Analyze-Document
Read Most important to erudition
Organize Organize information in book, mind, notes
Analyze Looking for patterns and understanding
Document Take good notes
Reading Levels Mortimer Adler – How to Read a Book
Elementary Basic words, sentences, paragraphs
Inspectional Familiar with main idea, orient on Key Points
Analytical Locating information
Syntopical Read multiple sources
PRACTICE MECHANICS
Inspectional Reading
Scope-Schema-Scan-Skim
Inspectional Reading - When you read, ALWAYS do Inspectional Reading FIRST! Good Inspectional Reading set the
foundation for all subsequent reading, studying, learning, and writing. The template we use for Inspectional Reading is
SCOPE-SCHEMA-SCAN-SKIM
Scope – This is how we determine and describe the boundaries of the book, section, chapter, etc., of material we are read-
ing and studying. SCOPE is usually defined by time, location, people, topic, theme, issue, etc., and can be applied nar-
rowly to a paragraph or expanded to encompass a book or series of books. We want to draw a “circle” around the material
we’re going to focus on.
Schema – This is how the reading material is organized. During the SCOPE process, pay attention to divisions (chapters,
sections, etc.), headings and sub-headings, illustrations and captions, summaries and questions, lists of terms, chronolo-
gies, etc. “Back Material” are summaries, questions, terms, etc., at the end of sections and chapters.
Scan – This is the process of loosely reading the material to find what the WRITER considers to be important. You gen-
erally don’t know what you are looking for and trying to find out. In textbooks, reference books, and technical manuals,
the WRITER usually divides the text with headings and sub-headings, and emphasizes in bold, italics, or other distinctive
methods. In novels and other literature, this may not be as simple and easy. However, literature textbooks often have
commentary and back material that that can be scanned.
Skim - This is the process of FINDING information, usually details, based on what you already know. After scanning,
you have an idea of what you need to look for in the text. You SKIM the text to find details on those important items
(like questions at the back of the chapter).
Inspectional Process for a Chapter in a Textbook
When you read a chapter in a textbook, here’s how you use the Scope-Schema-Scan-Skim Process:
Scope – Thumb through the entire chapter front to back, looking at summaries and other information that will give you
the boundaries of the information.
Schema – Once at the back, check out the “Back Material:” summaries, terms, questions, and so forth, and take notes
over them. From the back, thumb through to the front, looking and noting any significant information, tables, illustra-
tions, and so forth, all the way to the front.
Scan – Now that you’re at the front – from the front, again, go through page-by-page. Write down each Header, bold,
italic, or any other significant items like proper names and terms, and the page number where you found it. Do this all the
way to the end of the chapter. You’re ready to Skim now.
Skim – At the back, with the Back Information, check your Scan list against any information in the back so you know
where you will need to go for detailed notes. Using your page references, go back to those pages and write more detailed
notes over the most important information.
BONE DOCUMENT

Inspectional Reading
Scope
Schema
Scan
Skim
Insp. Process Textbook
Scope
Schema
Scan
Skim
BLOCK NOTE

Inspectional Reading Always do first – foundation
Scope Boundaries - defined by time, location, people, topic, theme, issue, etc
Schema How it is organized – Back material
Scan Finding out what the writer considers important
Skim Finding information
Insp. Process Textbook Reading a chapter in the textbook
Scope Thumb through front to back looking at summaries, etc
Schema From the back, back material, look for tables, illustrations, etc
Scan From the front, write Header, bold, italic, proper names, terms, and page
Skim From the back, use Scan list to find most important information.
INSPECTIONAL
The Senate
The Congress of the United States consists of two bodies, the Senate and the House of Representatives. Congress is a bicam-
eral (two-chamber) legislature. The 100-member Senate consists of 2 Senators from each of the 50 states. The House of Rep-
resentatives, usually referred to simply as the House, has 435 members. House members, or representatives, are elected from
congressional districts divided equally inside each state, with representatives allocated by population. Every state must have at
least one House member. The Senate is often referred to as the upper house and the House of Representatives as the lower
house. Both share legislative power (the power to make laws). but Senators are considered the more senior statesmen with
more distinction than Representatives because there are fewer of them and they serve longer terms.
Membership of the U.S. Senate Representation in

Congress
Size. The Constitutional Convention in 1787 could not agree on representation from the
State Senate House
states. States with smaller populations wanted equal representation for every state; states with Alabama 2 7
larger populations wanted representation based on population. A compromise established two Alaska 2 1
houses, one with equal representation – the Senate – two Senators from each state, regardless Arizona 2 8
of population. The other, the House of Representatives, based on population. The first Senate Arkansas 2 4
had 22 members when it first met when it met, with Senators from two other states taking California 2 53
Colorado 2 7
seats during the first session after their states ratified the Constitution. The Senate has had Connecticut 2 5
100 members since Hawaii entered as the 50th state in 1959. Delaware 2 1
Florida 2 25
Qualifications and election. The Constitution requires a U.S. Senator to be at least 30 years Georgia 2 13
old and to have been a citizen of the United States for at least nine years. Senators must main- Hawaii 2 2
Idaho 2 2
tain legal residence in the state they represent.
Illinois 2 19
Indiana 2 9
Today, voters elect all members of Congress. But the Constitution originally provided that Iowa 2 5
the people elect only the House members. State legislatures chose the Senators and were ex- Kansas 2 4
pected to select wealthy, distinguished men who would promote conservative policies. But Kentucky 2 6
Senate elections distracted the legislatures from other duties. In 1913, the 17th Amendment to Louisiana 2 7
Maine 2 2
the Constitution gave voters the right to choose Senators through direct elections. Senators Maryland 2 8
serve six-year terms. About a third of all United States Senators are chosen in the same year. Massachusetts 2 10
There is no limit on the number of times a Senator may be reelected. Michigan 2 15
Minnesota 2 8
Senators and representatives have legal immunity (protection) for anything they write or say as Mississippi 2 4
Missouri 2 9
members of Congress. This immunity enables them to make critical statements about people
Montana 2 1
without fear of being sued. Nebraska 2 3
Nevada 2 3
Organization of the U.S. Senate New Hampshire 2 2
New Jersey 2 13
The Constitution provides that the Vice President serve as President of the Senate. The Vice New Mexico 2 3
New York 2 29
President can preside over Senate debate but can only vote to break a tie. As a result, the Vice North Carolina 2 13
President presides on ceremonial occasions or only when a close vote is expected on an im- North Dakota 2 1
portant issue. The Constitution allows that the Senate choose a president pro tempore (tempo- Ohio 2 18
rary president) to preside when the Vice President is absent. Oklahoma 2 5
Oregon 2 5
Pennsylvania 2 19
The Senate usually gives this position to the Senator of the majority party (party with the most Rhode Island 2 2
members in the Senate) who has the longest continuous service. This, too is often ceremonial. South Carolina 2 6
The president pro tempore rarely presides, and different temporary presidents pro tempore South Dakota 2 1
selected by the majority party preside over debates in most sessions. Tennessee 2 9
Texas 2 32
Utah 2 3
The Constitution provides that each house may establish it own operating rules. Thus party
Vermont 2 1
leaders have much more power than position specified in the Constitution. Party leaders are Virginia 2 11
chosen at a caucus or conference, a meeting with senior party members. These are held be- Washington 2 9
fore each new session of Congress, with Democratic and Republican members holding sepa- West Virginia 2 3
rate caucuses. Democrats and Republicans each elect a chief officer called a floor leader. Wisconsin 2 8
The majority party selects the majority leader of the Senate. The minority party elects the Wyoming 2 1
minority leader. Each party also chooses an assistant leader called a whip. The whip gathers
the members to vote and organizes party members to support the party’s positions on legislation. In addition, each party
chooses a policy committee, which helps coordinate legislation and legislative strategy for the party.
Committees. Senate committees do most of the actual work of the Senate. There are four types of committees.
• Standing (permanent) committees deal with bills concerning specific legis- Senate Standing Committees
lative subjects. The Senate has 16 standing committees, the most powerful
include Appropriations, Armed Services, Foreign Relations, and Judiciary. • Agriculture, Nutrition, and Forestry
• Select committees, also called special committees, are temporary commit- • Appropriations
• Armed Services
tees formed for investigations or other special purposes. • Banking, Housing, and Urban Affairs
• Conference committees consist of members of both houses of Congress. • Budget
Conference committees work out differences in bills that have passed in • Commerce, Science, and Transportation
both houses. • Energy and Natural Resources
• Joint committees also consist of members of both houses of Congress and • Environment and Public Works
• Finance
deal with issues that concern both houses. • Foreign Relations
• Governmental Affairs
Most committees are divided into subcommittees, which do most of the work. • Health, Education, Labor, and Pensions
Members of the majority party are appointed to lead most of the committees and • Judiciary
subcommittees. Members of both parties vote for committee heads. The senior- • Rules and Administration
• Small Business
ity principle usually determines who serves as the head of a committee. Senior-
• Veterans' Affairs
ity means that the majority party Senator with the longest continuous service on a
committee usually becomes the head of the committee or sub-committee
The Senate elects committee members, with each party's caucus making the committee assignments before the formal
election. Each committee has more members from the majority party than from the minority party.
U.S. Senate in Action Facts about the Senate
Making laws is the Senate's main duty. After a bill is introduced, it is sent 100 members
to a committee for further action. The committee may lay the bill aside,
keeping the Senate from voting on it, or release it with a recommendation to Qualifications:
pass it. If a bill is released, it goes on a list for consideration by the Senate. • at least 30 years old
The majority leader largely decides if and when bills are considered. • a U.S. citizen for at least 9 years
• a resident of the state from which the
The Senate considers most bills under a unanimous consent agreement. candidate seeks election.
This agreement allows more flexible procedures than would otherwise be Term: 6 years
allowed. An objection from even one Senator blocks a unanimous consent
agreement. Most of these agreements include a time limit on debate. Under Salary:
the normal rules of the Senate, members may speak for as long as they wish
on any topic whatsoever. Some Senators use this power to make long President pro tempore and the majority and
speeches called filibusters, to prevent the Senate from voting. Small groups minority leaders earn $161,200 a year.
of Senators sometimes use filibusters to force the withdrawal or changing of
a bill that is supported by most members. To end a filibuster, the Senate All other Senators receive $145,100.
can vote cloture--that is, to limit the debate. Cloture requires the approval
All members of Congress receive allowances
of at least three-fifths of the Senate. for office expenses, staff salaries, travel, and
similar expenses.
Most bills require the only a simple majority to pass. A bill that originated
in the Senate and passed, is sent to the House, where it goes through a simi- Removal from office: Members of Congress
lar process. The House and Senate must pass identical versions of a bill may be expelled by a two-thirds vote of their
before it can become law. The Senate can originate all types of legislation particular chamber.
except tax laws, which must originate in the House based on the Constitu-
tion. If both houses pass a bill, a conference committee may resolve any differences between the two versions of the legisla-
tion. After both houses pass identical versions of the bill, it goes to the President for approval. The bill becomes law if the
president signs it or fails to act on it for 10 days--not including Sundays--while Congress is in session. A bill requires the
President's signature to become law if it reaches the chief executive fewer than 10 days--not including Sundays--before Con-
gress adjourns. If the President disagrees with the bill, he can veto (reject) the bill, and it is sent back to Congress. A vetoed
bill becomes law if at least two-thirds of the members present in each house vote to override (reverse) the veto.
Other Actions
Other powers and duties of the Senate include four important non-legislative functions. The Senate must approve the
President's candidates for the heads of government departments, Supreme Court justices, and certain other high-ranking
jobs. .” Under a custom called Senatorial courtesy, the president confers with the Senator or Senators of his or her party
from a state before nominating anyone for an office in that state. If the Senator or Senators do not approve of the ap-
pointment, the Senate almost always rejects it. The Senate also must ratify (approve) treaties that the President makes.
Any treaty must be approved by at least two-thirds of the Senators present. This requirement limits the President's powers
in foreign relations.
These are part of the checks and balances of the government and is expressed in the Constitution that the President may
appoint officials and make treaties “… with the advice and consent of the Senate
In addition, the Senate elects the vice president if the Electoral College, the group of representatives chosen by the voters
in presidential elections, fails to give any candidate a majority. In addition, the Senate judges impeachment cases brought
against U.S. government officials by the House. Impeachment is a charge of misconduct in office. Two-thirds vote of the
Senate is required for conviction in an impeachment case.
Summary
The Senate is the upper house in Congress. Senators serve 6 year terms. According to the Constitution, the Vice Presi-
dent serves as the President of the Senate, however, this role is performed by the president pro tempore – usually the
Senator from the majority party with the most time in service. Committees, of which there are four types, do most of the
work: standing, select, conference, and joint. The Senate’s main job is to make laws. Sometimes when one or a few
members oppose a bill, they will filibuster to stop a vote. Bills passed by the Senate must be passed by the House, with
details worked out by conference committees. Bills passed by both houses go to the President to be passed into law. If
the President disagrees with a bill, he can veto it. Both houses must have 2/3 majority to override a veto. If there is no
majority winner for Vice President, the Senate elects the Vice President. The Senate also conducts other duties such as
approving Presidential appointments, ratifying treaties, and impeaching government officials.
Terms
bicameral House minority leader Senatorial courtesy

caucus immunity override seniority principle
checks and balances impeachment policy committee special committees
cloture legislative power President of the Senate unanimous consent agreement
conference lower house president pro tempore upper house
Electoral College majority leader ratify veto
filibusters majority party Representatives whip
floor leader
Questions
1. Why are there two houses of Congress?

2. How does Congress influence the president's treaty-making power?
3. What is a standing committee? A conference committee?
4. How many members are there in the House of Representatives? The Senate?
5. How were Senators originally chosen, and how and when did this change?
6. What are the qualifications for a Senator? How long is the term of service for each?
7. Who presides over the Senate?
8. What are the types of Senate committees?
9. Where do tax laws have to originate?
10. What are the party leaders and their assistants called?
11. What are the most powerful committees in the Senate?
12. What is senatorial courtesy?
SCAN The Gateway Study Advantage

Senate
Size
Qualifications
Organization
Committees
Actions
Other Actions
Representation chart
Committees chart
Facts chart
bicameral
caucus
checks and balances
cloture
conference
Electoral College
filibusters
floor leader
House
immunity
impeachment
legislative power
lower house
majority leader
majority party
minority leader
override
policy committee
President of the Senate
president pro tempore
ratify
Representatives
Senatorial courtesy
seniority principle
special committees
unanimous consent agreement
upper house
veto
whip
Why are there two houses of Congress?

How does Congress influence the president's treaty-making power?
What is a standing committee? A conference committee?
How many members are there in the House of Representatives? The Senate?
How were Senators originally chosen, and how and when did this change?
What are the qualifications for a Senator? How long is the term of service for each?
Who presides over the Senate?
What are the types of Senate committees?
Where do tax laws have to originate?
What are the party leaders and their assistants called?
What are the most powerful committees in the Senate?
What is senatorial courtesy?
REFERENCE
Topic Notes Page

How were Senators originally chosen, and how and when did this change? 7
Senate 7
Size 7
Qualifications 7
Representation chart 7
bicameral 7
House 7
legislative power 7
lower house 7
Representatives 7
upper house 7
Why are there two houses of Congress? 7
How many members are there in the House of Representatives? The Senate? 7
What are the qualifications for a Senator? How long is the term of service for each? 7
Organization 7
caucus 7
conference 7
floor leader 7
President of the Senate 7
president pro tempore 7
Who presides over the Senate? 7
What are the party leaders and their assistants called? 7
Committees 8
immunity 8
majority leader 8
majority party 8
minority leader 8
policy committee 8
special committees 8
whip 8
What is a standing committee? A conference committee? 8
What are the most powerful committees in the Senate? 8
Actions 8
Committees chart 8
Facts chart 8
cloture 8
filibusters 8
seniority principle 8
unanimous consent agreement 8
What are the types of Senate committees? 8
override 8
veto 8
Where do tax laws have to originate? 9
Other Actions 9
checks and balances 9
Electoral College 9
impeachment 9
ratify 9
Senatorial courtesy 9
How does Congress influence the president's treaty-making power? 9
What is senatorial courtesy? 9
BONE DOCUMENT
DECLARATION
Declaration of Independence
WHEN in the Course of human Events, it becomes necessary for one People to dissolve the Political Bands which have
connected them with another, and to assume among the Powers of the Earth, the separate and equal Station to which the
Laws of Nature and of Nature's God entitle them, a decent Respect to the Opinions of Mankind requires that they should
declare the causes which impel them to the Separation.
WE hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with cer-
tain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness -- That to secure these Rights,
Governments are instituted among Men, deriving their just Powers from the Consent of the Governed, that whenever any
Form of Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish it, and to insti-
tute new Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to them shall
seem most likely to effect their Safety and Happiness.
Prudence, indeed, will dictate that Governments long established should not be changed for light and transient Causes;
and accordingly all Experience hath shewn, that Mankind are more disposed to suffer, while Evils are sufferable, than to
right themselves by abolishing the Forms to which they are accustomed. But when a long Train of Abuses and Usurpa-
tions, pursuing invariably the same Object, evinces a Design to reduce them under absolute Despotism, it is their Right, it
is their Duty, to throw off such Government, and to provide new Guards for their future Security.
Such has been the patient Sufferance of these Colonies; and such is now the Necessity which constrains them to alter their
former Systems of Government. The History of the present King of Great Britain is a History of repeated Injuries and
Usurpations, all having in direct Object the Establishment of an absolute Tyranny over these States. To prove this, let
Facts be submitted to a candid World.
HE has refused his Assent to Laws, the most wholesome and necessary for the public Good.
HE has forbidden his Governors to pass Laws of immediate and pressing Importance, unless suspended in their Operation
till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
HE has refused to pass other Laws for the Accommodation of large Districts of People, unless those People would relin-
quish the Right of Representation in the Legislature, a Right inestimable to them, and formidable to Tyrants only.
HE has called together Legislative Bodies at Places unusual, uncomfortable, and distant from the Depository of their pub-
lic Records, for the sole Purpose of fatiguing them into Compliance with his Measures.
HE has dissolved Representative Houses repeatedly, for opposing with manly Firmness his Invasions on the Rights of the
People.
HE has refused for a long Time, after such Dissolutions, to cause others to be elected; whereby the Legislative Powers,
incapable of the Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time
exposed to all the Dangers of Invasion from without, and the Convulsions within.
HE has endeavoured to prevent the Population of these States; for that Purpose obstructing the Laws for Naturalization of
Foreigners; refusing to pass others to encourage their Migrations hither, and raising the Conditions of new Appropriations
of Lands.
HE has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary Powers.
HE has made Judges dependent on his Will alone, for the Tenure of their Offices, and the Amount and Payment of their
Salaries.
HE has erected a Multitude of new Offices, and sent hither Swarms of Officers to harrass our People, and eat out their
Substance.
HE has kept among us, in Times of Peace, Standing Armies, without the consent of our Legislatures.
HE has affected to render the Military independent of and superior to the Civil Power.
HE has combined with others to subject us to a Jurisdiction foreign to our Constitution, and unacknowledged by our
Laws; giving his Assent to their Acts of pretended Legislation:
FOR quartering large Bodies of Armed Troops among us;

FOR protecting them, by a mock Trial, from Punishment for any Murders which they should commit on the Inhabitants of
these States:
FOR cutting off our Trade with all Parts of the World:
FOR imposing Taxes on us without our Consent:
FOR depriving us, in many Cases, of the Benefits of Trial by Jury:
FOR transporting us beyond Seas to be tried for pretended Offences:
FOR abolishing the free System of English Laws in a neighbouring Province, establishing therein an arbitrary Govern-
ment, and enlarging its Boundaries, so as to render it at once an Example and fit Instrument for introducing the same ab-
solute Rules into these Colonies:
FOR taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Gov-
ernments:
FOR suspending our own Legislatures, and declaring themselves invested with Power to legislate for us in all Cases
whatsoever.
HE has abdicated Government here, by declaring us out of his Protection and waging War against us.
HE has plundered our Seas, ravaged our Coasts, burnt our Towns, and destroyed the Lives of our People.
HE is, at this Time, transporting large Armies of foreign Mercenaries to compleat the Works of Death, Desolation, and
Tyranny, already begun with circumstances of Cruelty and Perfidy, scarcely paralleled in the most barbarous Ages, and
totally unworthy the Head of a civilized Nation.
HE has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the
Executioners of their Friends and Brethren, or to fall themselves by their Hands.
HE has excited domestic Insurrections amongst us, and has endeavoured to bring on the Inhabitants of our Frontiers, the
merciless Indian Savages, whose known Rule of Warfare, is an undistinguished Destruction, of all Ages, Sexes and Con-
ditions.
IN every stage of these Oppressions we have Petitioned for Redress in the most humble Terms: Our repeated Petitions
have been answered only by repeated Injury. A Prince, whose Character is thus marked by every act which may define a
Tyrant, is unfit to be the Ruler of a free People.
NOR have we been wanting in Attentions to our British Brethren. We have warned them from Time to Time of Attempts
by their Legislature to extend an unwarrantable Jurisdiction over us. We have reminded them of the Circumstances of our
Emigration and Settlement here. We have appealed to their native Justice and Magnanimity, and we have conjured them
by the Ties of our common Kindred to disavow these Usurpations, which, would inevitably interrupt our Connections and
Correspondence. They too have been deaf to the Voice of Justice and of Consanguinity. We must, therefore, acquiesce in
the Necessity, which denounces our Separation, and hold them, as we hold the rest of Mankind, Enemies in War, in
Peace, Friends.
WE, therefore, the Representatives of the UNITED STATES OF AMERICA, in GENERAL CONGRESS, Assembled,
appealing to the Supreme Judge of the World for the Rectitude of our Intentions, do, in the Name, and by Authority of the
good People of these Colonies, solemnly Publish and Declare, That these United Colonies are, and of Right ought to be,
FREE AND INDEPENDENT STATES; that they are absolved from all Allegiance to the British Crown, and that all po-
litical Connection between them and the State of Great-Britain, is and ought to be totally dissolved; and that as FREE
AND INDEPENDENT STATES, they have full Power to levy War, conclude Peace, contract Alliances, establish Com-
merce, and to do all other Acts and Things which INDEPENDENT STATES may of right do. And for the support of this
Declaration, with a firm Reliance on the Protection of divine Providence, we mutually pledge to each other our Lives, our
Fortunes, and our sacred Honor.
SCHEMA HEADERS
Preamble
Foundations of Governments
Right to Change Government

Accusations Against the King

• HE has refused his Assent to Laws, the most wholesome and necessary for the public Good.
• HE has forbidden his Governors to pass Laws of immediate and pressing Importance, unless suspended in their Op-
eration till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
• HE has refused to pass other Laws for the Accommodation of large Districts of People, unless those People would
relinquish the Right of Representation in the Legislature, a Right inestimable to them, and formidable to Tyrants
only.
• HE has called together Legislative Bodies at Places unusual, uncomfortable, and distant from the Depository of their
public Records, for the sole Purpose of fatiguing them into Compliance with his Measures.
• HE has dissolved Representative Houses repeatedly, for opposing with manly Firmness his Invasions on the Rights
of the People.
• HE has refused for a long Time, after such Dissolutions, to cause others to be elected; whereby the Legislative Pow-
ers, incapable of the Annihilation, have returned to the People at large for their exercise; the State remaining in the
mean time exposed to all the Dangers of Invasion from without, and the Convulsions within.
• HE has endeavoured to prevent the Population of these States; for that Purpose obstructing the Laws for Naturaliza-
tion of Foreigners; refusing to pass others to encourage their Migrations hither, and raising the Conditions of new
Appropriations of Lands.
• HE has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary Powers.
• HE has made Judges dependent on his Will alone, for the Tenure of their Offices, and the Amount and Payment of
their Salaries.
• HE has erected a Multitude of new Offices, and sent hither Swarms of Officers to harrass our People, and eat out
their Substance.
• HE has kept among us, in Times of Peace, Standing Armies, without the consent of our Legislatures.
• HE has affected to render the Military independent of and superior to the Civil Power.
• HE has combined with others to subject us to a Jurisdiction foreign to our Constitution, and unacknowledged by our
− FOR quartering large Bodies of Armed Troops among us;

− FOR protecting them, by a mock Trial, from Punishment for any Murders which they should commit on the Inhabi-
tants of these States:
− FOR cutting off our Trade with all Parts of the World:
− FOR imposing Taxes on us without our Consent:
− FOR depriving us, in many Cases, of the Benefits of Trial by Jury:
− FOR transporting us beyond Seas to be tried for pretended Offences:
− FOR abolishing the free System of English Laws in a neighbouring Province, establishing therein an arbitrary Gov-
ernment, and enlarging its Boundaries, so as to render it at once an Example and fit Instrument for introducing the
same absolute Rules into these Colonies:
− FOR taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our
Governments:
− FOR suspending our own Legislatures, and declaring themselves invested with Power to legislate for us in all Cases
whatsoever.
• HE has abdicated Government here, by declaring us out of his Protection and waging War against us.
• HE has plundered our Seas, ravaged our Coasts, burnt our Towns, and destroyed the Lives of our People.
• HE is, at this Time, transporting large Armies of foreign Mercenaries to compleat the Works of Death, Desolation,
and Tyranny, already begun with circumstances of Cruelty and Perfidy, scarcely paralleled in the most barbarous
Ages, and totally unworthy the Head of a civilized Nation.
• HE has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become
the Executioners of their Friends and Brethren, or to fall themselves by their Hands.
• HE has excited domestic Insurrections amongst us, and has endeavoured to bring on the Inhabitants of our Frontiers,
the merciless Indian Savages, whose known Rule of Warfare, is an undistinguished Destruction, of all Ages, Sexes
and Conditions.
Attempts by the Colonies Petition the King

Appeals to the British People

Peace, Friends.
Declaration and Pledge

BONE SCAN
BONE Document
Heading Notes Ref

Preamble
Right to Change Government The Headers are all
Accusations Against the King that is needed for the
Attempts by the Colonies Petition the King BONE Document
SKIM – KEY INFO
Underline KEY TERMS
Preamble
Right to Change Government

Accusations Against the King

• HE has refused his Assent to Laws, the most wholesome and necessary for the public Good.
• HE has forbidden his Governors to pass Laws of immediate and pressing Importance, unless suspended in their Op-
eration till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
• HE has refused to pass other Laws for the Accommodation of large Districts of People, unless those People would
relinquish the Right of Representation in the Legislature, a Right inestimable to them, and formidable to Tyrants
only.
• HE has called together Legislative Bodies at Places unusual, uncomfortable, and distant from the Depository of their
public Records, for the sole Purpose of fatiguing them into Compliance with his Measures.
• HE has dissolved Representative Houses repeatedly, for opposing with manly Firmness his Invasions on the Rights
of the People.
• HE has refused for a long Time, after such Dissolutions, to cause others to be elected; whereby the Legislative Pow-
ers, incapable of the Annihilation, have returned to the People at large for their exercise; the State remaining in the
mean time exposed to all the Dangers of Invasion from without, and the Convulsions within.
• HE has endeavoured to prevent the Population of these States; for that Purpose obstructing the Laws for Naturaliza-
tion of Foreigners; refusing to pass others to encourage their Migrations hither, and raising the Conditions of new
Appropriations of Lands.
• HE has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary Powers.
• HE has made Judges dependent on his Will alone, for the Tenure of their Offices, and the Amount and Payment of
their Salaries.
• HE has erected a Multitude of new Offices, and sent hither Swarms of Officers to harrass our People, and eat out
their Substance.
• HE has kept among us, in Times of Peace, Standing Armies, without the consent of our Legislatures.
• HE has affected to render the Military independent of and superior to the Civil Power.
• HE has combined with others to subject us to a Jurisdiction foreign to our Constitution, and unacknowledged by our
− FOR quartering large Bodies of Armed Troops among us;

− FOR protecting them, by a mock Trial, from Punishment for any Murders which they should commit on the Inhabi-
tants of these States:
− FOR cutting off our Trade with all Parts of the World:
− FOR imposing Taxes on us without our Consent:
− FOR depriving us, in many Cases, of the Benefits of Trial by Jury:
− FOR transporting us beyond Seas to be tried for pretended Offences:
− FOR abolishing the free System of English Laws in a neighbouring Province, establishing therein an arbitrary Gov-
ernment, and enlarging its Boundaries, so as to render it at once an Example and fit Instrument for introducing the
same absolute Rules into these Colonies:
− FOR taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our
Governments:
− FOR suspending our own Legislatures, and declaring themselves invested with Power to legislate for us in all Cases
whatsoever.
• HE has abdicated Government here, by declaring us out of his Protection and waging War against us.
• HE has plundered our Seas, ravaged our Coasts, burnt our Towns, and destroyed the Lives of our People.
• HE is, at this Time, transporting large Armies of foreign Mercenaries to compleat the Works of Death, Desolation,
and Tyranny, already begun with circumstances of Cruelty and Perfidy, scarcely paralleled in the most barbarous
Ages, and totally unworthy the Head of a civilized Nation.
• HE has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become
the Executioners of their Friends and Brethren, or to fall themselves by their Hands.
• HE has excited domestic Insurrections amongst us, and has endeavoured to bring on the Inhabitants of our Frontiers,
the merciless Indian Savages, whose known Rule of Warfare, is an undistinguished Destruction, of all Ages, Sexes
and Conditions.
Attempts by the Colonies Petition the King


Peace, Friends.

SKIM BLOCK
Block Notes
Heading Notes Ref
Preamble • Necessary to dissolve political bands
• Assume among the powers of the Earth
• Laws of Nature and Nature’s God entitle them
• Should declare causes for the Separation
Foundations of Governments • Truth self-evident – All men created equal
• Inalienable rights: Life, Liberty, Pursuit of Happiness
• Gov’t derives powers from consent of the governed
• Right of the people to alter or abolish it
Right to Change Government • Not change for light and transient reasons
• Long train of abuses and usurpations
• Right and duty to throw off Gov’t & provide new guards
Accusations Against the King • History of King- repeated injuries and usurpations
• Object to establish absolute tyranny over the states
• Facts submitted to a candid world1
Attempts by the Colonies Petition the King • Colonies petitioned in humble terms
• Petitions answered with repeated injury
• King’s acts define a Tyrant, unfit to rule free people
Appeals to the British People • Warned British of extending jurisdiction over them
• Reminded them of why Colonists emigrated and settled
• Appealed to their native justice
• They were deaf to the voice of justice
• Hold them enemies in war, friends in peace
Declaration and Pledge • Appealing to the Supreme Judge of the World (God)
• Declared free and independent states
• Absolved from British Crown & politically dissolved
• Power to act as independent states
• Pledge lives, fortunes, and sacred honor
1
At this level of Notes, you would not make a detailed list. If you need such a list, just make a list, but it is not likely someone would expect you to recite the whole
list.
ABCOQ PROCESS
Columbus and the Discovery of America

The first humans in the Americas arrived from Asia tens of thousands of years ago and the Scandinavian Leif Eriksson explored Lab-
rador around the year 1000, but it was the ventures of Christopher Columbus that opened the New World to European invasion and
development after 1500. Columbus explored the Caribbean basin thinking he was near the Orient. He never realized he had discov-
ered a new world.
Portugal's Prince Henry and his school of navigators led the search for a new route to the Orient around Africa. But Columbus be-
lieved a western route across the Atlantic would reduce the travel distance and increase the profits of the Oriental trade. Spain's
Queen Isabella commissioned his expedition in 1492.
Spanish conquistadores eagerly explored the new world Columbus found. They discovered the Pacific Ocean, subdued the Aztec and
Inca empires, and explored Florida, the Gulf Coast, and the present southwestern United States. To these regions the Spanish brought
their culture and the Catholic religion. They were motivated by greed, a spirit of adventure, and a passionate desire to Christianize the
Indians. They saw the New World as a land of infinite promise, and they could not resist t he opportunity to exploit it.
The Indian and the European

The European settlement of the New World was an unprovoked act of aggression. To the Indians the Europeans seemed as gods and
European products fascinated them. But the Spanish tricked and cheated the Indians and, through the "Requerimiento," compelled
them to recognize the sovereignty of the Spanish monarchy. Virtually all Europeans who settled the New World mistreated the Native
Americans.
The Spanish Decline

England and France based their claims to the New World on the explorations of John Cabot and Giovanni da Verrazano respectively.
But, unlike Spain, these two nations were slow to follow exploration with permanent settlement. Both nations we re torn by internal
strife in the sixteenth century, and Catholic Spain, united and growing wealthy on New World gold and silver, seemed too powerful to
be challenged. But, by the late sixteenth century, that very New World wealth was undermining Spain's economy and corrupting the
Spanish court. Furthermore, the Protestant Reformation was disrupting the Catholic Church, a major ally of Spain.
English Beginnings in America

English merchants sought new routes to the Orient, a northwest passage through the Americas, furs, and gold. Queen Elizabeth I sup-
ported these efforts because she hoped to break Spain's overseas monopoly. She also commissioned English sea dogs like Francis
Drake to capture Spain's treasure ships and was involved in the earliest colonization efforts by Englishmen Humphrey Gilbert in New-
foundland and Walter Raleigh on Roanoke Island. These early efforts failed, but England's defeat of t he Spanish Armada in 1588
ended Spain's ability to block English penetration of the New World.
In his "Discourse on Western Planting," propagandist Richard Hakluyt made a strong argument for English colonization based on
military advantage and economic benefit. But it was merchant capitalists in quest of profits and not the queen and larger national in-
terests that was the primary organizing force behind English colonization in North America.
The Settlement of Virginia

In 1607, the joint-stock London Company founded Jamestown as England's first permanent settlement in America. There were prob-
lems from the start. The colony was located on a swamp and the settlers lacked agricultural skills, so many starved. Company offi-
cers, looking only for quick profits, directed the settlers into fruitless activities. They also failed to take advantage of the economic
hardships in England that were making skilled farm laborers available for migration.
In Virginia, Captain John Smith provided some discipline and leadership, but the lack of a sense of common purpose among the set-
tlers, infection and disease, and Indian attacks all ravaged the early colony. Jamestown was saved when it began to produce its own
food supply and John Rolfe began to cultivate tobacco for export. To attract new settlers, the company made it easier for settlers to
obtain their own land and gave them a rudimentary form of self-government in the House of Burgesses. But with these actions the
company destroyed the colonists' reliance on the company, and it lost its charter in 1624 and became a royal colony.
ABCOQ - Abstract

development after 1500. Columbus explored the CARIBBEAN basin thinking he was near the ORIENT. He never realized he had
discovered a new world.
Spanish CONQUISTADORES eagerly explored the new world Columbus found. They discovered the Pacific Ocean, subdued the
AZTEC and Inca empires, and explored Florida, the Gulf Coast, and the present southwestern United States. To these regions the
Spanish brought their culture and the Catholic religion. They were motivated by greed, a spirit of adventure, and a passionate desire
to Christianize the Indians. They saw the New World as a land of infinite promise, and they could not resist t he opportunity to exploit
it.

European products fascinated them. But the Spanish tricked and cheated the Indians and, through the "REQUERIMIENTO," com-
pelled them to recognize the sovereignty of the Spanish monarchy. Virtually all Europeans who settled the New World mistreated the
Native Americans.
The Spanish Decline

Spanish court. Furthermore, the PROTESTANT REFORMATION was disrupting the CATHOLIC CHURCH, a major ally of
Spain.

ported these efforts because she hoped to break Spain's overseas monopoly. She also commissioned English SEA DOGS like Francis
foundland and Walter Raleigh on Roanoke Island. These early efforts failed, but England's defeat of t he SPANISH ARMADA in
1588 ended Spain's ability to block English penetration of the New World.

In 1607, the JOINT-STOCK LONDON COMPANY founded Jamestown as England's first permanent settlement in America.
There were problems from the start. The colony was located on a swamp and the settlers lacked agricultural skills, so many starved.
Company officers, looking only for quick profits, directed the settlers into fruitless activities. They also failed to take advantage of the
economic hardships in England that were making skilled farm laborers available for migration.
In VIRGINIA, Captain John Smith provided some discipline and leadership, but the lack of a sense of common purpose among the
settlers, infection and disease, and Indian attacks all ravaged the early colony. JAMESTOWN was saved when it began to produce
its own food supply and John Rolfe began to cultivate tobacco for export. To attract new settlers, the company made it easier for set-
tlers to obtain their own land and gave them a rudimentary form of self-government in the HOUSE OF BURGESSES. But with
these actions the company destroyed the colonists' reliance on the company, and it lost its charter in 1624 and became a royal colony.
ABCOQ - Abstract
BONE – Abstract of Terms
Caribbean
Orient
Conquistadores
Aztec
Requerimiento
Protestant Reformation
Catholic Church
Sea Dogs
Spanish Armada
Joint-Stock
London Company
Virginia
Jamestown
House Of Burgesses
ABCOQ - Biography

The first humans in the Americas arrived from Asia tens of thousands of years ago and the Scandinavian LEIF ERIKSSON explored
Labrador around the year 1000, but it was the ventures of CHRISTOPHER COLUMBUS that opened the New World to European
invasion and development after 1500. Columbus explored the Caribbean basin thinking he was near the Orient. He never realized he
had discovered a new world.
Portugal's PRINCE HENRY and his school of navigators led the search for a new route to the Orient around Africa. But Columbus
believed a western route across the Atlantic would reduce the travel distance and increase the profits of the Oriental trade. Spain's
QUEEN ISABELLA commissioned his expedition in 1492.

Americans.
The Spanish Decline

England and France based their claims to the New World on the explorations of JOHN CABOT and GIOVANNI DA VER-
RAZANO respectively. But, unlike Spain, these two nations were slow to follow exploration with permanent settlement. Both na-
tions we re torn by internal strife in the sixteenth century, and Catholic Spain, united and growing wealthy on New World gold and
silver, seemed too powerful to be challenged. But, by the late sixteenth century, that very New World wealth was undermining
Spain's economy and corrupting the Spanish court. Furthermore, the Protestant Reformation was disrupting the Catholic Church, a
major ally of Spain.

English merchants sought new routes to the Orient, a northwest passage through the Americas, furs, and gold. QUEEN ELIZABETH
I supported these efforts because she hoped to break Spain's overseas monopoly. She also commissioned English sea dogs like
FRANCIS DRAKE to capture Spain's treasure ships and was involved in the earliest colonization efforts by Englishmen HUM-
PHREY GILBERT in Newfoundland and WALTER RALEIGH on Roanoke Island. These early efforts failed, but England's de-
feat of t he Spanish Armada in 1588 ended Spain's ability to block English penetration of the New World.
In his "Discourse on Western Planting," propagandist RICHARD HAKLUYT made a strong argument for English colonization
based on military advantage and economic benefit. But it was merchant capitalists in quest of profits and not the queen and larger
national interests that was the primary organizing force behind English colonization in North America.

In Virginia, Captain JOHN SMITH provided some discipline and leadership, but the lack of a sense of common purpose among the
settlers, infection and disease, and Indian attacks all ravaged the early colony. Jamestown was saved when it began to produce its own
food supply and JOHN ROLFE began to cultivate tobacco for export. To attract new settlers, the company made it easier for settlers
to obtain their own land and gave them a rudimentary form of self-government in the House of Burgesses. But with these actions the
ABCOQ - Biography
BONE – Biographies
Leif Eriksson
Christopher Columbus
Prince Henry
Queen Isabella
John Cabot
Giovanni da Verrazano
Queen Elizabeth I
Francis Drake
Humphrey Gilbert
Walter Raleigh
Richard Hakluyt
John Smith
John Rolfe
ABCOQ - Chronology

development after 1500. Columbus explored the Caribbean basin thinking he was near the Orient. He never realized he had discov-
ered a new world.

Americans.
The Spanish Decline

Spanish court. Furthermore, the Protestant Reformation was disrupting the Catholic Church, a major ally of Spain.

ported these efforts because she hoped to break Spain's overseas monopoly. She also commissioned English sea dogs like Francis
foundland and Walter Raleigh on Roanoke Island. These early efforts failed, but England's defeat of t he Spanish Armada in 1588
ended Spain's ability to block English penetration of the New World.

In Virginia, Captain John Smith provided some discipline and leadership, but the lack of a sense of common purpose among the set-
tlers, infection and disease, and Indian attacks all ravaged the early colony. Jamestown was saved when it began to produce its own
food supply and John Rolfe began to cultivate tobacco for export. To attract new settlers, the company made it easier for settlers to
obtain their own land and gave them a rudimentary form of self-government in the House of Burgesses. But with these actions the
ABCOQ - Chronology
BONE – Chronology
1000
1500
1492
1588
1588
1624
ABCOQ - Outline
BONE – Outline

The Spanish Decline
ABCOQ - Questions
Questions
A What/Where
B Who
C When
O How/Why (Discuss-Describe-Analyze-Explain)
Group Study
TRADITIONAL
Chapter A B C O Q
Fred Anne Chuck Mary Chris
ABCOQ ASSIGNMENTS
Chapter 1 2 3 4 5
Fred A B C O Q
Anne B C O Q A
Chuck C O Q A B
Mary O Q A B C
Chris Q A B C O
BONE DOCUMENT
Group Study
BLOCK
BONE
Book Header Key Points Ref. Ack.

Matthew The Genealogy of Jesus 1:1-16 A
Matthew The Birth of Jesus Christ 1:18-25 M
Matthew The Visit of the Magi 2:1-12 C
Matthew The Escape to Egypt 2:13-18 S
Matthew The Return to Nazareth 2:19-23 A
Matthew John the Baptist Prepares the Way 3:1-12 M
Matthew The Baptism of Jesus 3:13-17 C
Matthew The Temptation of Jesus 4:1-11 S
BLOCK NOTE
BONE – BLOCK – GROUP

Book Header Key Points Ref. Ack.
Matthew The Genealogy of Jesus Jesus was Abraham and David’s descendants. There were 14 generations 1:1-16 A
from Abraham to David, 14 generations from David to the exile to Babylon,
and 14 generations from the exile to Christ.
Matthew The Birth of Jesus Christ Mary was pledged to marry Joseph, but before they were married Mary was 1:18-25 M
found with child by the Holy Spirit. Joseph was going to divorce Mary qui-
etly but an angel appeared to him in a dream and told him to take Mary as his
wife. After Mary’s son was born Joseph named him Jesus.
Matthew The Visit of the Magi Jesus was born in Bethlehem during the time of King Herod. Magi followed a 2:1-12 C
star from the east to worship Jesus. Herod was upset that Jesus was the savor
so he told the Magi to come and tell him where Jesus was when they found
him. The star that the Magi followed stopped over the place where Jesus was
and they took gifts of gold, incense, and myrrh. The Magi were warned in a
dream to not go back to Herod, so they returned home a different way.
Matthew The Escape to Egypt An angel appeared to Joseph and told him to take Mary and Jesus to Egypt 2:13-18 S
because Herod was trying to kill Jesus. Joseph, Mary, and Jesus went to
Egypt during the night and stayed there until Herod died. When Herod found
out about the Magi outwitting him, he became very angry and had all the boys
in Bethlehem that were two years and younger killed.
Matthew The Return to Nazareth An angel appeared to Joseph when Herod died and told him to go to Israel. 2:19-23 A
Joseph was afraid to go back to Israel because Herod’s son was king so Jo-
seph took them to the district of Galilee. They lived in a town called Naz-
areth.
Matthew John the Baptist Prepares the Way John the Baptist preached in the Desert of Judea. He told the people to repent 3:1-12 M
because the kingdom heaven is near. John’s clothes were made out of camel
hair and he wore a leather belt around his waist. John ate locusts and wild
honey. People around the whole region of the Jordan came and confessed
their sins and were baptized by John in the Jordan River. John said that one
will come after him who will baptize the people with the Holy Spirit and with
fire.
SKIM - BLOCK
Block Notes
Heading Notes Ref

Attempts by the Colonies Petition • Colonies petitioned in humble terms
the King • Petitions answered with repeated injury
• Absolved from British Crown & politically dissolved
2
list.
COMBINE & CONDENSE
Extracting Key Points
Heading Notes Chunks

Stays the same
Government and the
right to change it
Attempts by the Colonies Petition the • Colonies petitioned in humble terms
King • Petitions answered with repeated injury
Reasons for
separating
• Absolved from British Crown & politically dissolved Stays the same
4 KEY POINTS
Our Key Points begin to form around these Chunks:

Key Point Preamble
Key Point Foundations and right to change government
Key Point Reasons for separating
Key Point Declaration and pledge
3
list.
CONDENSE KEY POINTS The Gateway Study Advantage
Expand these Chunks with information in the Blocks using Compound and Complex sentences:
Key Point The Preamble presents the necessity to dissolve the political bands that connect the colonies with Britain,
that the colonies will assume a separate and equal station among the powers of the earth as entitled by
nature and nature’s God, and that they will declare the causes of this action.
Key Point The Declaration states that all men are created equal with inalienable rights (life, liberty, and the pursuit
of happiness), that government derives its power from the consent of the governed people and the people
have the right to alter or abolish it; that such changes should be done lightly, but based on the long train
of abuses, they had the right throw off the old government and put in a new one.
Key Point Reasons for separating stemmed from the injuries and tyranny of the King, the repeated injury that an-
swered from petitions, and their appeal to the British people.
Key Point Finally, they appealed to the Supreme Judge of the World (God), declaring the colonies to be free and
independent states, dissolved ties to the British Crown, and pledged their lives, fortunes, and sacred
honor.
DEVELOPING INSIGHT
Developing Insight
Analyze – break the information down into parts and extract elements that provoke your thinking, trigger memories, give you ideas, or
connect to issues that you want to address.
There are no specific rules about Analysis. Different people will have different takes on what provokes their thinking.
Triggers memories, etc… For exercise purposes we’ll used this.
There are four references to God:

• Laws of Nature and of Nature's God
• Endowed by their Creator
• Appealing to the Supreme Judge of the World
• Protection of divine Providence
Evaluate – weigh the information against what you already know and experienced, how you feel about the information and its impact
on you, ideas and opinions you hold, and/or your perspective on particular issues – test it against your schema.
These references to God run counter to the attitude today to try to remove all mention of religion from all aspects of public
life.
Investigate – pull other information, ideas, and issues from outside the scope of the KEY POINTS to enrich the FACTS with more
breadth.
These ideas were pulled in from the Constitution:
Several of the accusations against the King reappear in the Constitution and Bill of Rights as limitations on government.
These include:
• Quartering of troops (3rd Amendment)

• Taxation without consent
• Trial by jury (5th Amendment)
Observe – look for patterns, themes, styles, underlying details, peculiar terms and verbiage, and subtle hints and suggestions that can
enhance the FACTS with more depth.
This is a thematic treatment of the list of accusations against the King:
The accusations against the King provides a long list of specific complaints that revolve around imposing his own gov-
ernment, refusing justice, impeding trade, using military, mercenaries, and war to control the colonies.
INSIGHT
Here’s How it Can Go in the Insight Sentences
Insight There are four references to God: “Laws of Nature and of Nature's God,” “Endowed by their Creator,”
“Appealing to the Supreme Judge of the World,” and “Protection of divine Providence.”
Insight These references to God run counter to the attitude today to try to remove all mention of religion from all
aspects of public life.
Insight The accusations against the King provides a long list of specific complaints several of which reappear in
the Constitution and Bill of Rights as limitations on government: Quartering of troops (3rd Amendment),
Taxation without consent, and Trial by jury (5th Amendment).
KISS NOTE
Here’s How Our KISS Notes Looks So Far
that the colonies will assume an separate and equal station among the powers of the earth as entitled by
Key Point The Declaration states that all men are created equal with inalienable rights (life, liberty, and the pursuit
of happiness), that government derives its power from the consent of the governed people and the people
have the right to alter or abolish it; that such changes should be done lightly, but based on the long train
of abuses, they had the right throw off the old government and put in a new one.
honor.
SIGNIFICANCE
Significance
Important concepts you discovered or noticed reading the text or hearing the speech.
It is very significant that the writers based their premise on the “Laws of Nature and Nature’s God,” and in closing “appeal-
ing to the Supreme Judge of the World” with “a firm Reliance on the Protection of divine Providence.”
Important FACTS and INSIGHTS you need to address and why they would be important.
The Insight that there were four references to God is Significant in light of the perspectives on God today.4
Importance of the issue or thesis presented in the text or speech.
I think the writers of the Declaration presented two theses: 1) the logical grounds for the decision to separate from Britain,
and 2) that they would prefer NOT to have to fight the British to do so (“enemies in war, in peace, friends”).
The point the author is trying to make in the text and the point you are trying to make in your writing.
The point is that the tyranny reached such a level that the colonies had no choice but to take this action.
SIGNIFICANCE
Here’s How it Can Go in the Significance Sentences

Significance It is very significant that the writers based their premise on the “Laws of Nature and Nature’s God,” and
in closing “appealing to the Supreme Judge of the World” with “a firm Reliance on the Protection of di-
vine Providence.”
Significance I think the writers of the Declaration presented two theses: 1) the logical grounds for the decision to sepa-
rate from Britain, and 2) that they would prefer NOT to have to fight the British to do so (“enemies in
war, in peace, friends”).
Significance The point is that the tyranny reached such a level that the colonies had no choice but to take this action.
4
We think about this here, but it is already addressed in Insight, so we probably don’t need to repeat it in Significance
KISS NOTE
Here’s How Our KISS Notes Looks So Far

that the colonies will assume an separate and equal station among the powers of the earth as entitled by
Key Point The Declaration states a logical argument that all men are created equal with inalienable rights (life, lib-
erty, and the pursuit of happiness), that government derives its power from the consent of the governed
people and the people have the right to alter or abolish it; that such changes should be done lightly, but
based on the long train of abuses, they had the right throw off the old government and put in a new one.
honor.
Significance It is very significant that the writers based their premise on the “Laws of Nature and Nature’s God,” and
in closing “appealing to the Supreme Judge of the World” with “a firm Reliance on the Protection of di-
vine Providence.”
Significance I think the writers of the Declaration presented two theses: 1) the logical grounds for the decision to sepa-
rate from Britain, and 2) that they would prefer NOT to have to fight the British to do so (“enemies in
war, in peace, friends”).
Significance The point is that the tyranny reached such a level that the colonies had no choice but to take this action.
TWO TYPES
Choose the Summation
Two Summary Sentence Example

Summation The Declaration of Independence submits a logical argument on the reasons to separate from Britain and
assume a separate and equal station, listing the complains against the King, the appeals to the British
people, and provides reasoning on the basis and purpose of government.
Summation Many of these complains specifically reappear in the Constitution, however, the numerous reference to
God would appear almost unconstitutional today.
Killer Question and Answer Summation

Summation Discuss the main ideas presented in the Declaration of Independence.
Summation The Declaration of Independence presents the concept of government by consent of the governed, the
right to change government in the face of tyranny, and central position of God endowing the rights of
man and providing divine providence.
NOVELS
NOVELS
CHAPTER I – Anne of Green Gables
Mrs. Rachel Lynde is Surprised and driving in a buggy, was something that didn't happen often. Mrs.
Rachel, ponder as she might, could make nothing of it and her after-
Mrs. Rachel Lynde lived just where the Avonlea main road dipped noon's enjoyment was spoiled.
down into a little hollow, fringed with alders and ladies' eardrops and
traversed by a brook that had its source away back in the woods of the "I'll just step over to Green Gables after tea and find out from Marilla
old Cuthbert place; it was reputed to be an intricate, headlong brook in where he's gone and why," the worthy woman finally concluded. "He
its earlier course through those woods, with dark secrets of pool and doesn't generally go to town this time of year and he NEVER visits; if
cascade; but by the time it reached Lynde's Hollow it was a quiet, well- he'd run out of turnip seed he wouldn't dress up and take the buggy to
conducted little stream, for not even a brook could run past Mrs. Rachel go for more; he wasn't driving fast enough to be going for a doc-
Lynde's door without due regard for decency and decorum; it probably tor. Yet something must have happened since last night to start him
was conscious that Mrs. Rachel was sitting at her window, keeping a off. I'm clean puzzled, that's what, and I won't know a minute's peace
sharp eye on everything that passed, from brooks and children up, and of mind or conscience until I know what has taken Matthew Cuthbert
that if she noticed anything odd or out of place she would never rest out of Avonlea today."
until she had ferreted out the whys and wherefores thereof.
Accordingly after tea Mrs. Rachel set out; she had not far to go; the big,
There are plenty of people in Avonlea and out of it, who can attend rambling, orchard-embowered house where the Cuthberts lived was a
closely to their neighbor's business by dint of neglecting their own; but scant quarter of a mile up the road from Lynde's Hollow. To be sure,
Mrs. Rachel Lynde was one of those capable creatures who can manage the long lane made it a good deal further. Matthew Cuthbert's father, as
their own concerns and those of other folks into the bargain. She was a shy and silent as his son after him, had got as far away as he possibly
notable housewife; her work was always done and well done; she "ran" could from his fellow men without actually retreating into the woods
the Sewing Circle, helped run the Sunday-school, and was the strongest when he founded his homestead. Green Gables was built at the furthest
prop of the Church Aid Society and Foreign Missions Auxiliary. Yet edge of his cleared land and there it was to this day, barely visible from
with all this Mrs. Rachel found abundant time to sit for hours at her the main road along which all the other Avonlea houses were so socia-
kitchen window, knitting "cotton warp" quilts--she had knitted sixteen bly situated. Mrs. Rachel Lynde did not call living in such a place
of them, as Avonlea housekeepers were wont to tell in awed voices-- LIVING at all.
and keeping a sharp eye on the main road that crossed the hollow and
wound up the steep red hill beyond. Since Avonlea occupied a little "It's just STAYING, that's what," she said as she stepped along the
triangular peninsula jutting out into the Gulf of St. Lawrence with wa- deep-rutted, grassy lane bordered with wild rose bushes. "It's no won-
ter on two sides of it, anybody who went out of it or into it had to pass der Matthew and Marilla are both a little odd, living away back here by
over that hill road and so run the unseen gauntlet of Mrs. Rachel's all- themselves. Trees aren't much company, though dear knows if they
seeing eye. were there'd be enough of them. I'd ruther look at people. To be sure,
they seem contented enough; but then, I suppose, they're used to it. A
She was sitting there one afternoon in early June. The sun was coming body can get used to anything, even to being hanged, as the Irishman
in at the window warm and bright; the orchard on the slope below the said."
house was in a bridal flush of pinky- white bloom, hummed over by a
myriad of bees. Thomas Lynde-- a meek little man whom Avonlea With this Mrs. Rachel stepped out of the lane into the backyard of
people called "Rachel Lynde's husband"--was sowing his late turnip Green Gables. Very green and neat and precise was that yard, set about
seed on the hill field beyond the barn; and Matthew Cuthbert ought to on one side with great patriarchal willows and the other with prim
have been sowing his on the big red brook field away over by Green Lombardies. Not a stray stick nor stone was to be seen, for Mrs. Ra-
Gables. Mrs. Rachel knew that he ought because she had heard him tell chel would have seen it if there had been. Privately she was of the
Peter Morrison the evening before in William J. Blair's store over at opinion that Marilla Cuthbert swept that yard over as often as she swept
Carmody that he meant to sow his turnip seed the next afternoon. Peter her house. One could have eaten a meal off the ground without over
had asked him, of course, for Matthew Cuthbert had never been known brimming the proverbial peck of dirt.
to volunteer information about anything in his whole life.
Mrs. Rachel rapped smartly at the kitchen door and stepped in when
And yet here was Matthew Cuthbert, at half-past three on the afternoon bidden to do so. The kitchen at Green Gables was a cheerful apart-
of a busy day, placidly driving over the hollow and up the hill; more- ment--or would have been cheerful if it had not been so painfully clean
over, he wore a white collar and his best suit of clothes, which was as to give it something of the appearance of an unused parlor. Its win-
plain proof that he was going out of Avonlea; and he had the buggy and dows looked east and west; through the west one, looking out on the
the sorrel mare, which betokened that he was going a considerable back yard, came a flood of mellow June sunlight; but the east one,
distance. Now, where was Matthew Cuthbert going and why was he whence you got a glimpse of the bloom white cherry-trees in the left
going there? orchard and nodding, slender birches down in the hollow by the brook,
was greened over by a tangle of vines. Here sat Marilla Cuthbert, when
Had it been any other man in Avonlea, Mrs. Rachel, deftly putting this she sat at all, always slightly distrustful of sunshine, which seemed to
and that together, might have given a pretty good guess as to both ques- her too dancing and irresponsible a thing for a world which was meant
tions. But Matthew so rarely went from home that it must be some- to be taken seriously; and here she sat now, knitting, and the table be-
thing pressing and unusual which was taking him; he was the shyest hind her was laid for supper.
man alive and hated to have to go among strangers or to any place
where he might have to talk. Matthew, dressed up with a white collar
Mrs. Rachel, before she had fairly closed the door, had taken a mental Christmas and she said she was going to get a little girl from the asy-
note of everything that was on that table. There were three plates laid, lum over in Hopeton in the spring. Her cousin lives there and Mrs.
so that Marilla must be expecting some one home with Matthew to tea; Spencer has visited here and knows all about it. So Matthew and I have
but the dishes were everyday dishes and there was only crab-apple talked it over off and on ever since. We thought we'd get a
preserves and one kind of cake, so that the expected company could not boy. Matthew is getting up in years, you know--he's sixty-- and he isn't
be any particular company. Yet what of Matthew's white collar and the so spry as he once was. His heart troubles him a good deal. And you
sorrel mare? Mrs. Rachel was getting fairly dizzy with this unusual know how desperate hard it's got to be to get hired help. There's never
mystery about quiet, unmysterious Green Gables. anybody to be had but those stupid, half-grown little French boys; and
as soon as you do get one broke into your ways and taught something
"Good evening, Rachel," Marilla said briskly. "This is a real fine eve- he's up and off to the lobster canneries or the States. At first Matthew
ning, isn't it" Won't you sit down? How are all your folks?" suggested getting a Home boy. But I said `no' flat to that. `They may
be all right--I'm not saying they're not--but no London street Arabs for
Something that for lack of any other name might be called friendship me,' I said. `Give me a native born at least. There'll be a risk, no matter
existed and always had existed between Marilla Cuthbert and Mrs. who we get. But I'll feel easier in my mind and sleep sounder at nights
Rachel, in spite of--or perhaps because of--their dissimilarity. if we get a born Canadian.' So in the end we decided to ask Mrs.
Spencer to pick us out one when she went over to get her little girl. We
Marilla was a tall, thin woman, with angles and without curves; her heard last week she was going, so we sent her word by Richard
dark hair showed some gray streaks and was always twisted up in a Spencer's folks at Carmody to bring us a smart, likely boy of about ten
hard little knot behind with two wire hairpins stuck aggressively or eleven. We decided that would be the best age--old enough to be of
through it. She looked like a woman of narrow experience and rigid some use in doing chores right off and young enough to be trained up
conscience, which she was; but there was a saving something about her proper. We mean to give him a good home and schooling. We had a
mouth which, if it had been ever so slightly developed, might have telegram from Mrs. Alexander Spencer today--the mail-man brought it
been considered indicative of a sense of humor. from the station-- saying they were coming on the five-thirty train to-
night. So Matthew went to Bright River to meet him. Mrs. Spencer
"We're all pretty well," said Mrs. Rachel. "I was kind of afraid YOU will drop him off there. Of course she goes on to White Sands station
weren't, though, when I saw Matthew starting off today. I thought herself"
maybe he was going to the doctor's."
Mrs. Rachel prided herself on always speaking her mind; she proceeded
Marilla's lips twitched understandingly. She had expected Mrs. Rachel to speak it now, having adjusted her mental attitude to this amazing
up; she had known that the sight of Matthew jaunting off so unac- piece of news.
countably would be too much for her neighbor's curiosity.
"Well, Marilla, I'll just tell you plain that I think you're doing a mighty
"Oh, no, I'm quite well although I had a bad headache yesterday," she foolish thing--a risky thing, that's what. You don't know what you're
said. "Matthew went to Bright River. We're getting a little boy from getting. You're bringing a strange child into your house and home and
an orphan asylum in Nova Scotia and he's coming on the train tonight." you don't know a single thing about him nor what his disposition is like
nor what sort of parents he had nor how he's likely to turn out. Why, it
If Marilla had said that Matthew had gone to Bright River to meet a was only last week I read in the paper how a man and his wife up west
kangaroo from Australia Mrs. Rachel could not have been more aston- of the Island took a boy out of an orphan asylum and he set fire to the
ished. She was actually stricken dumb for five seconds. It was unsup- house at night--set it ON PURPOSE, Marilla--and nearly burnt them to
posable that Marilla was making fun of her, but Mrs. Rachel was al- a crisp in their beds. And I know another case where an adopted boy
most forced to suppose it. used to suck the eggs--they couldn't break him of it. If you had asked
my advice in the matter--which you didn't do, Marilla--I'd have said for
"Are you in earnest, Marilla?" she demanded when voice returned to mercy's sake not to think of such a thing, that's what."
her.
This Job's comforting seemed neither to offend nor to alarm
"Yes, of course," said Marilla, as if getting boys from orphan asylums Marilla. She knitted steadily on.
in Nova Scotia were part of the usual spring work on any well-
regulated Avonlea farm instead of being an unheard of innovation. "I don't deny there's something in what you say, Rachel. I've had some
qualms myself. But Matthew was terrible set on it. I could see that, so
Mrs. Rachel felt that she had received a severe mental jolt. She thought I gave in. It's so seldom Matthew sets his mind on anything that when
in exclamation points. A boy! Marilla and Matthew Cuthbert of all he does I always feel it's my duty to give in. And as for the risk, there's
people adopting a boy! From an orphan asylum! Well, the world was risks in pretty near everything a body does in this world. There's risks
certainly turning upside down! She would be surprised at nothing after in people's having children of their own if it comes to that--they don't
this! Nothing! always turn out well. And then Nova Scotia is right close to the Is-
land. It isn't as if we were getting him from England or the States. He
"What on earth put such a notion into your head?" she demanded dis- can't be much different from ourselves."
approvingly.
"Well, I hope it will turn out all right," said Mrs. Rachel in a tone that
This had been done without here advice being asked, and must perforce plainly indicated her painful doubts. "Only don't say I didn't warn you
be disapproved. if he burns Green Gables down or puts strychnine in the well--I heard
of a case over in New Brunswick where an orphan asylum child did
"Well, we've been thinking about it for some time--all winter in fact," that and the whole family died in fearful agonies. Only, it was a girl in
returned Marilla. "Mrs. Alexander Spencer was up here one day before that instance."
"Well, of all things that ever were or will be!" ejaculated Mrs. Rachel
"Well, we're not getting a girl," said Marilla, as if poisoning wells were when she was safely out in the lane. "It does really seem as if I must be
a purely feminine accomplishment and not to be dreaded in the case of dreaming. Well, I'm sorry for that poor young one and no mis-
a boy. "I'd never dream of taking a girl to bring up. I wonder at Mrs. take. Matthew and Marilla don't know anything about children and
Alexander Spencer for doing it. But there, SHE wouldn't shrink from they'll expect him to be wiser and steadier that his own grandfather, if
adopting a whole orphan asylum if she took it into her head." so be's he ever had a grandfather, which is doubtful. It seems uncanny
to think of a child at Green Gables somehow; there's never been one
Mrs. Rachel would have liked to stay until Matthew came home with there, for Matthew and Marilla were grown up when the new house was
his imported orphan. But reflecting that it would be a good two hours built--if they ever WERE children, which is hard to believe when one
at least before his arrival she concluded to go up the road to Robert looks at them. I wouldn't be in that orphan's shoes for anything. My,
Bell's and tell the news. It would certainly make a sensation second to but I pity him, that's what."
none, and Mrs. Rachel dearly loved to make a sensation. So she took
herself away, somewhat to Marilla's relief, for the latter felt her doubts So said Mrs. Rachel to the wild rose bushes out of the fulness of her
and fears reviving under the influence of Mrs. Rachel's pessimism. heart; but if she could have seen the child who was waiting patiently at
the Bright River station at that very moment her pity would have been
still deeper and more profound.
Notes for a novel are very simple. Use the categories to analyze literature and set up a table like this. Put in
your notes.
TABLES
Ch. Characters Plot Setting Theme

1 Mrs. Rachel Lynde and Marilla Mrs. Rachel, who is a very curious At the beginning of the chapter when The theme to this chapter is Mrs.
Cuthbert are the characters in this person, goes over to green gables to Mrs. Rachel sees Matthew, she is Rachel’s nosiness!
chapter, and reference is made to talk to Marilla Cuthbert about how sitting in her kitchen at Lynde’s
Matthew Cuthbert. she sees Matthew Cuthbert in a Hollow, and at the middle and end of
buggy, wearing a suit, with a sorrel the chapter they are at Green Gables
mare. Marilla informs her that he is taking about the orphan boy.
going to the train station to pick up
an orphan boy that they are adopting.
2
NOVELS - KISS
NOVELS - KISS
CHAPTER 97 – The Count of Monte Cristo
A few minutes after the scene of confusion produced in the salons of M.
Danglars by the unexpected appearance of the brigade of soldiers, and "Did you not yet know me? Come, Louise, let us talk of our affairs. The
by the disclosure which had followed, the mansion was deserted with as post-chaise" --
much rapidity as if a case of plague or of cholera morbus had broken out
among the guests. In a few minutes, through all the doors, down all the "Was happily bought three days since."
staircases, by every exit, every one hastened to retire, or rather to fly; for
it was a situation where the ordinary condolences, -- which even the best "Have you had it sent where we are to go for it?"
friends are so eager to offer in great catastrophes, -- were seen to be
utterly futile. There remained in the banker's house only Danglars, clos- "Yes."
eted in his study, and making his statement to the officer of gendarmes;
Madame Danglars, terrified, in the boudoir with which we are ac- "Our passport?"
quainted; and Eugenie, who with haughty air and disdainful lip had re-
tired to her room with her inseparable companion, Mademoiselle Louise "Here it is."
d'Armilly. As for the numerous servants (more numerous that evening
than usual, for their number was augmented by cooks and butlers from And Eugenie, with her usual precision, opened a printed paper, and
the Cafe de Paris), venting on their employers their anger at what they read, --
termed the insult to which they had been subjected, they collected in
groups in the hall, in the kitchens, or in their rooms, thinking very little "M. Leon d'Armilly, twenty years of age; profession, artist; hair black,
of their duty, which was thus naturally interrupted. Of all this household, eyes black; travelling with his sister."
only two persons deserve our notice; these are Mademoiselle Eugenie
Danglars and Mademoiselle Louise d'Armilly. "Capital! How did you get this passport?"
The betrothed had retired, as we said, with haughty air, disdainful lip, "When I went to ask M. de Monte Cristo for letters to the directors of
and the demeanor of an outraged queen, followed by her companion, the theatres at Rome and Naples, I expressed my fears of travelling as a
who was paler and more disturbed than herself. On reaching her room woman; he perfectly understood them, and undertook to procure for me
Eugenie locked her door, while Louise fell on a chair. "Ah, what a a man's passport, and two days after I received this, to which I have
dreadful thing," said the young musician; "who would have suspected added with my own hand, `travelling with his sister.'"
it? M. Andrea Cavalcanti a murderer -- a galley-slave escaped -- a con-
vict!" An ironical smile curled the lip of Eugenie. "In truth I was fated," "Well," said Eugenie cheerfully, "we have then only to pack up our
said she. "I escaped the Morcerf only to fall into the Cavalcanti." trunks; we shall start the evening of the signing of the contract, instead
of the evening of the wedding -- that is all."
"Oh, do not confound the two, Eugenie."
"But consider the matter seriously, Eugenie!"
"Hold your tongue! The men are all infamous, and I am happy to be
able now to do more than detest them -- I despise them." "Oh, I am done with considering! I am tired of hearing only of market
reports, of the end of the month, of the rise and fall of Spanish funds, of
"What shall we do?" asked Louise. Haitian bonds. Instead of that, Louise -- do you understand? -- air, lib-
erty, melody of birds, plains of Lombardy, Venetian canals, Roman
"What shall we do?" palaces, the Bay of Naples. How much have we, Louise?" The young
girl to whom this question was addressed drew from an inlaid secretary
"Yes." a small portfolio with a lock, in which she counted twenty-three bank-
notes.
"Why, the same we had intended doing three days since -- set off."
"Twenty-three thousand francs," I said she.
"What? -- although you are not now going to be married, you intend
still" -- "And as much, at least, in pearls, diamonds, and jewels," said Eugenie.
"We are rich. With forty-five thousand francs we can live like prin-
"Listen, Louise. I hate this life of the fashionable world, always ordered, cesses for two years, and comfortably for four; but before six months --
measured, ruled, like our music-paper. What I have always wished for, you with your music, and I with my voice -- we shall double our capital.
desired, and coveted, is the life of an artist, free and independent, rely- Come, you shall take charge of the money, I of the jewel-box; so that if
ing only on my own resources, and accountable only to myself. Remain one of us had the misfortune to lose her treasure, the other would still
here? What for? -- that they may try, a month hence, to marry me again; have hers left. Now, the portmanteau -- let us make haste -- the
and to whom? -- M. Debray, perhaps, as it was once proposed. No, portmanteau!"
Louise, no! This evening's adventure will serve for my excuse. I did not
seek one, I did not ask for one. God sends me this, and I hail it joy- "Stop!" said Louise, going to listen at Madame Danglars' door.
fully!"
"What do you fear?"
"How strong and courageous you are!" said the fair, frail girl to her
brunette companion. "That we may be discovered."
"And am I not a hundred times better thus?" cried Eugenie, smoothing
"The door is locked." the scattered curls of her hair, which had now quite a masculine appear-
ance; "and do you not think me handsomer so?"
"They may tell us to open it."
"Oh, you are beautiful -- always beautiful!" cried Louise. "Now, where
"They may if they like, but we will not." are you going?"
"You are a perfect Amazon, Eugenie!" And the two young girls began "To Brussels, if you like; it is the nearest frontier. We can go to Brus-
to heap into a trunk all the things they thought they should require. sels, Liege, Aix-la-Chapelle; then up the Rhine to Strasburg. We will
"There now," said Eugenie, "while I change my costume do you lock cross Switzerland, and go down into Italy by the Saint-Gothard. Will
the portmanteau." Louise pressed with all the strength of her little hands that do?"
on the top of the portmanteau. "But I cannot," said she; "I am not strong
enough; do you shut it." "Yes."
"Ah, you do well to ask," said Eugenie, laughing; "I forgot that I was "What are you looking at?"
Hercules, and you only the pale Omphale!" And the young girl, kneel-
ing on the top, pressed the two parts of the portmanteau together, and "I am looking at you; indeed you are adorable like that! One would say
Mademoiselle d'Armilly passed the bolt of the padlock through. When you were carrying me off."
this was done, Eugenie opened a drawer, of which she kept the key, and
took from it a wadded violet silk travelling cloak. "Here," said she, "you "And they would be right, pardieu!"
see I have thought of everything; with this cloak you will not be cold."
"Oh, I think you swore, Eugenie." And the two young girls, whom every
"But you?" one might have thought plunged in grief, the one on her own account,
the other from interest in her friend, burst out laughing, as they cleared
"Oh, I am never cold, you know! Besides, with these men's clothes" -- away every visible trace of the disorder which had naturally accompa-
nied the preparations for their escape. Then, having blown out the lights,
"Will you dress here?" the two fugitives, looking and listening eagerly, with outstretched necks,
opened the door of a dressing-room which led by a side staircase down
"Certainly." to the yard, -- Eugenie going first, and holding with one arm the port-
manteau, which by the opposite handle Mademoiselle d'Armilly
"Shall you have time?" scarcely raised with both hands. The yard was empty; the clock was
striking twelve. The porter was not yet gone to bed. Eugenie approached
"Do not be uneasy, you little coward! All our servants are busy, discuss- softly, and saw the old man sleeping soundly in an arm-chair in his
ing the grand affair. Besides, what is there astonishing, when you think lodge. She returned to Louise, took up the portmanteau, which she had
of the grief I ought to be in, that I shut myself up? -- tell me!" placed for a moment on the ground, and they reached the archway under
the shadow of the wall.
"No, truly -- you comfort me."
Eugenie concealed Louise in an angle of the gateway, so that if the por-
"Come and help me." ter chanced to awake he might see but one person. Then placing herself
in the full light of the lamp which lit the yard, -- "Gate!" cried she, with
From the same drawer she took a man's complete costume, from the her finest contralto voice, and rapping at the window.
boots to the coat, and a provision of linen, where there was nothing
superfluous, but every requisite. Then, with a promptitude which indi- The porter got up as Eugenie expected, and even advanced some steps
cated that this was not the first time she had amused herself by adopting to recognize the person who was going out, but seeing a young man
the garb of the opposite sex, Eugenie drew on the boots and pantaloons, striking his boot impatiently with his riding-whip, he opened it immedi-
tied her cravat, buttoned her waistcoat up to the throat, and put on a coat ately. Louise slid through the half-open gate like a snake, and bounded
which admirably fitted her beautiful figure. "Oh, that is very good -- lightly forward. Eugenie, apparently calm, although in all probability
indeed, it is very good!" said Louise, looking at her with admiration; her heart beat somewhat faster than usual, went out in her turn. A porter
"but that beautiful black hair, those magnificent braids, which made all was passing and they gave him the portmanteau; then the two young
the ladies sigh with envy, -- will they go under a man's hat like the one I girls, having told him to take it to No. 36, Rue de la Victoire, walked
see down there?" behind this man, whose presence comforted Louise. As for Eugenie, she
was as strong as a Judith or a Delilah. They arrived at the appointed
"You shall see," said Eugenie. And with her left hand seizing the thick spot. Eugenie ordered the porter to put down the portmanteau, gave him
mass, which her long fingers could scarcely grasp, she took in her right some pieces of money, and having rapped at the shutter sent him away.
hand a pair of long scissors, and soon the steel met through the rich and The shutter where Eugenie had rapped was that of a little laundress, who
splendid hair, which fell in a cluster at her feet as she leaned back to had been previously warned, and was not yet gone to bed. She opened
keep it from her coat. Then she grasped the front hair, which she also the door.
cut off, without expressing the least regret; on the contrary, her eyes
sparkled with greater pleasure than usual under her ebony eyebrows. "Mademoiselle," said Eugenie, "let the porter get the post-chaise from
"Oh, the magnificent hair!" said Louise, with regret. the coach-house, and fetch some post-horses from the hotel. Here are
five francs for his trouble."
"Indeed," said Louise, "I admire you, and I could almost say respect mirably arranged for sleeping in, without scarcely touching the step.
you." The laundress looked on in astonishment, but as she had been "You are always right," said the music teacher, seating herself by the
promised twenty louis, she made no remark. side of her friend.
In a quarter of an hour the porter returned with a post-boy and horses, A quarter of an hour afterwards the postilion, having been put in the
which were harnessed, and put in the post-chaise in a minute, while the right road, passed with a crack of his whip through the gateway of the
porter fastened the portmanteau on with the assistance of a cord and Barriere Saint-Martin. "Ah," said Louise, breathing freely, "here we are
strap. "Here is the passport," said the postilion, "which way are we go- out of Paris."
ing, young gentleman?"
"Yes, my dear, the abduction is an accomplished fact," replied Eugenie.
"To Fontainebleau," replied Eugenie with an almost masculine voice. "Yes, and without violence," said Louise.
"What do you say?" said Louise. "I shall bring that forward as an extenuating circumstance," replied
Eugenie. These words were lost in the noise which the carriage made in
"I am giving them the slip," said Eugenie; "this woman to whom we rolling over the pavement of La Villette. M. Danglars no longer had a
have given twenty louis may betray us for forty; we will soon alter our daughter.
direction." And the young girl jumped into the britzska, which was ad-
KISS
KISS Format for Novels
Key Points Characters
Key Points Plot
Key Points Setting
Key Points Theme
Insight Motivation
Insight Style
Insight Point of view
Significance Previous last chapter
Significance Hint for next chapter
Significance Later chapters
Summation Most important event
Summation Important action
KISS for Count of Monte Cristo

Key Points The main characters in this chapter are Monte Cristo, and the greatly excited Andrea Cavalcanti.
Key Points The plot of this chapter is Monte Cristo seizing the moment of Andrea’s marriage contract signing to show the others
Caderousse’s letter, but when the police show up to apprehend Andrea he is no where to be found.
Key Points The setting of this chapter is in Danglars house, where a succulent, delicious meal was going to take place.
Key Points The theme of this chapter is Monte Cristo showing the guests a letter, which accuses Andrea of murder in a non-direct
way, and when the police come the letter is substantiated, and the accusation verified in the minds of the guests.
Insight Monte Cristo’s motivation for showing the guests the letter was to get Andrea in back in prison so he would never be
able to acquit or leave it again.
Insight The style of this chapter is the dialogue, which provides a sleek, smooth flow of words for easier comprehension of the
reader.
Insight The point of view in this chapter is the third person, which gives the reader a sufficient view of what is going on.
Significance In the last chapter we learned that Danglars said it was imperative and necessary for his daughter to marry Andrea,
however, it looks like this marriage won’t take place.
Significance An important hint in this chapter is Monte Cristo telling the guests he found the letter in Caderousse’s lacerated, torn
coat that hadn’t been discovered by the police.
Significance In later chapters we’ll see if the police are able to oust and evict Andrea from the pleasant life he had been living.
Summation The most important event in this chapter is the police coming accusing Andrea of a rancid crime of escaping the gal-
leys, and the rotten crime of murdering Caderousse.
Summation An important action in this chapter is all the guests becoming quiet, and all the noise of the signing subsiding when the
police came in requesting Andrea.
PARALLEL TABLE
Syntopical Reading
Parallel notes
MATTHEW MARK LUKE JOHN

Genealogy of Jesus 1:1-17 3:23-38
Sermon on the Mount 5:1-7:29
Sermon on the Plain 6:17-49
Call of the 12 Apostles 10:1-4 3:13-19 6:12-16 1:35-51
The Sower 13:1-23 4:2-20 8:4-15
The Good Samaritan 10:29-37
The Prodigal Son 15:11-32
Last Supper 26:17-29 14:12-25 22:7-23
Jesus before Pilate 27:1-2 15:1-5 23:1-5, 11-14 18:28-38
Jesus before Herod 23:6-12
Crucifixion of Jesus 27:32-56 15:21-41 23:26-49 19:17-42
Resurrection of Jesus 28:1-10 16:1-9 24:1-12 20:1-18
Research paper
PARALLEL NOTES
Lecture notes
ABCOQ BONES Lecture Notes
Caribbean
Orient
Conquistadores
Aztec
Leif Eriksson
Christopher Columbus
Prince Henry
Queen Isabella
1000
1500
1492
The Spanish Decline
TIME MANAGMENT
Time Management
A B C
Appointments - Actions – Assignments Blocks Communication & Coordination
Priorities Time
1 Things that ABSOLUTELY MUST get done X Blocked out - Dedicated time
2 Things that are important - NEED to get done Y Flex time - OPEN
3 Things that SHOULD get done Z Rest time
XYZ
Time Sun Mon Tue Wed Thu Fri Sat

8 Z
9 Y
10 X
11 X
12 Y
1 X
2 Y
3 X
4 X
5 Y
6 X
7 X
8 Y
9 Z
10 Z
11 Z
12
Monthly
S M T W T F S
3X5 Cards
Today Tomorrow
Front Front
8:00 8:30
10:00 9:00
1:00 11:00
2:30 2:00
Back Back
1 1
Priorities Priorities
2 2
3 3
This Week Next Week

Monday Monday
Tuesday Tuesday
Wednesday Wednesday
Thursday Thursday
Friday Friday
Saturday Saturday
Notes: Notes:
Event Critical Item Manage Success

Assignments Due date Time between the present and the due date Complete Assignments
Appointment Meeting time Length of meeting and preparation time Keep Appointments
Actions Priority Time - Importance relationship Perform Actions
Activities Dedication Flexibility Conduct Routine Activities
Block
Communicate Information
Coordinate Joint Tasks
Consolidate Compound
1 Things that must get done

2 Things that need to get done
3 Things that should get done
X Dedicated Actively Engaged

Y Flexible Task/Leisure/Passive
Z Dedicated Rest/Recreation/Sleep
Time Log
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

600
700
800
900
1000
1100
1200
100
200
300
400
500
600
700
800
900
1000
1100
1200
0100
0200
0300
0400
0500

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Slide Title Pg Slide Title Pg

Welcome to the Gateway Study Advantage.

1. Audio/Visual Program – This is what you are listening to right now.

Header Note Reference

Header Note Reference

Inspectional Process for a Chapter in a Textbook

Header Note Reference

Header Note Reference

Membership of the U.S. Senate Representation in

U.S. Senate in Action Facts about the Senate

bicameral House minority leader Senatorial courtesy

1. Why are there two houses of Congress?

Header Note Reference

Why are there two houses of Congress?

Topic Notes Page

FOR quartering large Bodies of Armed Troops among us;

Right to Change Government

Accusations Against the King

− FOR quartering large Bodies of Armed Troops among us;

Attempts by the Colonies Petition the King

Appeals to the British People

Declaration and Pledge

Heading Notes Ref

Right to Change Government

Accusations Against the King

− FOR quartering large Bodies of Armed Troops among us;

Attempts by the Colonies Petition the King

Appeals to the British People

Declaration and Pledge

Columbus and the Discovery of America

The Indian and the European

The Spanish Decline

English Beginnings in America

The Settlement of Virginia

Columbus and the Discovery of America

The Indian and the European

The Spanish Decline

English Beginnings in America

The Settlement of Virginia

BONE – Abstract of Terms

Columbus and the Discovery of America

The Indian and the European

The Spanish Decline

English Beginnings in America

The Settlement of Virginia

Columbus and the Discovery of America

The Indian and the European

The Spanish Decline

English Beginnings in America

The Settlement of Virginia

Columbus and the Discovery of America

Book Header Key Points Ref. Ack.

BONE – BLOCK – GROUP

Heading Notes Ref

Heading Notes Chunks

Our Key Points begin to form around these Chunks:

There are four references to God:

These ideas were pulled in from the Constitution: