1. Examine-Recall-Apply
E-R-A
Examine-Recall-Apply
RIGHT THERE
THINK AND SEARCH
AUTHOR AND ME
ON MY OWN
Examine the question
Carefully read
Note key vocabulary which hints at who, what, when, and where context
What is it really asking?
Recall what you know
What important concepts, facts and relationships are associated with the main focus of the question?
What images, phrases come to mind as you consider the question?
Apply what you know
Consider a possible answer before looking at the answer choices, is there a choice that is close?
Eliminate choices that do no make sense or are obviously wrong
Select the best answer choice
Review the question and double check your answer selection
RIGHT THERE
easy to find, in the same sentence
(who, what, when, where)
[Hint: these are not in EOC]
THINK AND SEARCH
in the information but have to be searched for (how to do, how many)
AUTHOR AND ME
not in the information directly; clues from the information along with additional thinking is necessary to figure out the answer. (infer, generalize, compare/contrast)
ON MY OWN
not there; answer comes from
background knowledge
(analyze, evaluate)
TEXT
BRAIN

2. Multiple Choice Questions
1. Use ERA. Read the question.
2. Ask yourself - Do I need the “visual” to answer the question?
2. Read ALL the choices before selecting an answer.
3. Eliminate obviously incorrect answers.
4. Select the MOST CORRECT answer.
WATCH FOR:
context clues
subject / verb agreement
negative words - not, except
time sequence - earliest to latest/latest to earliest
Does your choice answer the question?
What large country today occupies the major portion of the Arabian
Peninsula?
a. Kuwait c. Sudan
b. Iran d. Saudi Arabia

3. Primary sources, quotes, readings
Passage Attack Skills
Primary sources, quotes, readings
1. Use ERA. Read the question. What is the question
asking?
Determine the geographic pattern or process in the quote.
3. LOOK FOR  Location reference
 Time reference
 ESPN Characteristics
(Economic, Social, Political, Natural)
 Point of View
4. Read the answers and eliminate the wrong choices.
5. Choose the MOST CORRECT answer.

4. Drawing Conclusions & Making Inferences
1. Read the selection carefully to understand all of the facts.
2. Decide the meaning of the selection.
3. Try to find facts in the selection that support your choice for the answer.
* Read to see what is suggested
by the facts, but may not
actually be stated.
* Read between the lines to
analyze the selection.
“Now it seems as though our mother planet is telling us, ‘My children, my dear children, behave in a more harmonious way. My children, please take care of me.’ ”
Dalai Lama
From this statement, it can be inferred that Hindus believe in —
Increasing international trade
protecting the environment
improving race relations
D. ending poverty and disease

5. Drawing Conclusions from Multiple Speakers
1. Use ERA. Read the question to identify which speaker(s) is needed to
answer the question.
2. Read only the speaker(s) needed to answer the question.
3. Read ALL the possible answers CAREFULLY.
4. Eliminate the answers that do not apply to the speaker(s).
5. Choose the answer that is MOST CORRECT. (Look for key words / synonyms)
Speaker W: In my country, families are small and health care is readily available.
Speaker X: In my country, the majority of the population lives in urban areas.
Speaker Y: In my country, families are large and health services are very limited.
Speaker Z: In my country we have many manufacturing and service industries.
Speaker Z is describing
A. The social structure of a
more developed nation.
B. The economic base of a
less developed nation.
C. The social structure of a
D. The political structure of a

6. How to Handle Questions that Have Info You Have Never Seen
1. DO NOT PANIC! Do not focus on the “info” you do not recognize.
2. Focus only on the “info” you know.
3. Use ERA. What is the question asking?
4. Eliminate the answers that do not apply.
5. Choose the MOST CORRECT answer.
DEMOGRAPHIC STATISTICS
Which is the most likely explanation for the infant mortality rate and life expectancy rate in Papua New Guinea?
A. High per capita GDP
B. High literacy rate
C. Harsh climate
D. Limited availability of health care
Country
Birth Rate
Death Rate
Infant Mortality
Life Expectancy
New Zealand 22 8 25 67
Panama 22 4 18 73
Papua New Guinea 34 10 63 56 29 7 60 66
Peru

7. Examining visuals using the OPTIC system
The five letters in the word OPTIC (pertaining to the eye) provide a system for remembering the five steps for analyzing a visual:
O is for overview
•Conduct a brief overview of the visual.
P is for parts
• Focus on the parts of the visual.
• Read all labels.
• Notice any details that seem important.
T is for title
• Read the title of the visual for a clear understanding of the subject.
I is for interrelationships
• Use the title to help identify the main idea or the big umbrella that connects
the parts of the visual.
C is for conclusion
• Draw a conclusion about the visual as a whole.
What does it mean? -- Why was is included?
• Summarize the visual in one or two sentences.

8. Political Cartoon OPTIC
Overview= Point of View, general topic/issue/event
Parts=Captions & Labels
Title
Interrelationships= Symbols, Caricatures (exaggerated facial features), Stereotyping
Conclusion=MAIN IDEA
Political Cartoon OPTIC

9. Graph OPTIC Bar Graph Line Graph Circle Graph Interrelationships-
Graphs (Charts) are combinations of symbols, words, and numbers that
show information in a clear and simple way.
Overview – General data
(Economic, Social, Political)
Parts – Shading, symbols, legend, axis labels
Title-- Read the title
Interrelationships-
Conclusion-- Identify the main idea

10. * the circle represents the whole.
Hints for a pie graph:
* the circle represents the whole.
* the slices represent parts of the whole (subgroups).
Hints for a bar graph:
* They commonly measure quantities or
amounts of data.
* They make it easy to compare information.
* Carefully read x and y axes -
and what they represent.
Hints for a line graph:
* They commonly measure quantities
or amounts of data.
*They are used to make more specific comparisons.
* Carefully read x and y axes -
and what they represent.

11. Interpreting a Population Pyramid
A population pyramid is a bar graph turned on its side. Each line is showing the % of the population is a certain age.
Examine the title and the type of data presented (ex. age breakup, numbers listed below, male-female notation)
=(pyramid) fast growth, lots of babies, less developed
=(tower) steady growth, population evenly distributed, more developed
=(cup) negative growth, population aging, developed

12. Understanding a Climograph
Overview = a look at an area’s monthly average temperature and precipitation
Parts= months, temperature line, precipitation bars, legend, scales, metric or standard measurement
Title= Location
Interrelationships= seasonal sifts, precipitation vs temperature patterns
Conclusion=climate type (mid, high, low latitude; polar, temperate, tropical)
Months of the year

13. Comparing/Contrasting Multiple Charts
1. Use ERA What is the question asking?
(HINT: You may not need to look at both charts.)
2. Use OPTIC to “read” data (titles, labels)
3. What patterns or relationships are identified by the data?
4. Eliminate the wrong answers.
5. Choose the MOST CORRECT answer.
Which statement best summarizes the information in the charts?
A. Life expectancy is longer in Eastern Europe.
B. Life expectancy is longer for women in Eastern Europe.
C. Life expectancy is shorter, in general, in Eastern Europe.
D. Life expectancy is shorter for women in Eastern Europe.

14. Cause and Effect
1. Use ERA. Read the question carefully - Is it asking for cause or effect?
2. Predict an answer.
3. Read all the choices carefully.
4. Pay close attention to words such as:
CAUSE: EFFECT:
because consequently
as basis for leading to
due to resulted in
since major result
therefore affect / effect
before in response to
if then
after
5. Be sure to notice negative words, such as: except for, is not, excluding.
6. Choose the MOST CORRECT answer.

15. Cause & Effect Example
The Great Potato Famine
In 1845, a blight (disease) devastated Ireland’s potato crop, and it returned the next few years. The potato blight was not peculiar to Ireland; in fact, it began in North America. In the midst of the potato famine, corn, cattle, and dairy products continues to be produced in Ireland. But rather than give these foodstuffs to the starving, landlords sold them abroad for profits….The nation lost a third of its population during the famine - more than a million died from starvation or disease. At least another 1 3/4 million fled their native land - 8 in 10 bound for the United States, most of the rest for Canada.
The diffusion of the potato blight led to which of the following?
A. North America received large numbers of immigrants.
B. The potato blight spread to Germany.
C. Landlords willingly gave their surpluses of corn and dairy products to the starving people of Ireland.
D. Ireland’s population was reduced by half as a result of the potato famine.

16. Questions Using a Flow Chart
Iraq attacks Kuwait and sets oil well fires.
Red Adair and like companies are hired.
Oil supply from Kuwait drastically reduced. ?
A flow charts shows a series of causes and effects
The first box is a cause of the second statement which is the cause of the third statement and so forth.
The ? box indicates information to be identified. In this case, the missing information could be “Oil prices increase worldwide.”
Flow chart questions may ask for the missing information, an appropriate title, or for a pattern described in the flow chart.

17. Identifying Trends 1. 2. 3. 4. HINT: Does your answer make sense?
These questions involve historical changes over time. These are
“big picture” concepts that bridge more than one time period.
Migration
Diffusion
Use historical people, events, and important dates as clues to help you identify the time period.
Example:
Pre-Columbian After 1492
Exchange 1.
Key words are words that imply change, such as:
“has led to” “influenced by” ”describe effects” 2.
Look for spatial diffusion and/or descriptive words that describe a past pattern impacting the present 3. 4.
The BEST answer will logically answer the question.
HINT: Does your answer make sense?

18. Examining Maps Examine the Map’s TODALSIGS
Overview = Subject, type of map (phy, political, thematic)
Parts = Legend, scale, labels, shading, symbols, inserts
Title = Often in legend, frequently includes location, date, and map theme
Interrelationships = Patterns related to location and map content (such as population density, diffusion path, or vegetation distribution) ; pay attention to key regarding shading (dark is not always more, water is not always blue)
Conclusions = Generalizations, trends, or patterns evident from the map information
Examine the Map’s TODALSIGS
Title, Orientation, Date, Author, Legend, Scale, Index, Grid, Symbols

19. Recognizing Different Maps
Cartogram -Actual size/shape changed to reflect data
mappery.com
Pictorial Map
Worldpress.org
Political Map
Fordham Institute
Physical Map
USGS
Topographic map of Stowe, Vermont
maps.complutense.org NY Subway Map
maps-for-free.com
Relief map of Spain

20. “Reading” GIS Imagery Houston, Texas
Square, checkerboard or quilt pattern usually indicate agriculture (different greens equal different types of crops)
Rivers, streams, and bayous appear as wavy lines (irregular, wavy=nature). If image has color, water is usually but not always colored blue or dark grey.
Lighter shades typically indicate sparse vegetation or more shallow water (may also show soil erosion in water)
Darker shades typically indicate thicker vegetation or deeper water
texasbest.com houstontomorrow.org
Brown, light tan is usually an indication of soil exposure (as in clearing for development, planting or natural settings such as deserts and beaches)
Light grey = populations, development, urbanization (straight lines = man made)