All New Digital SAT Problems! Learn the Historical Evidence Question+Use New College Board Material!

Summary

In this video, the creator delves into understanding historical change evidence, also referred to as chronological change evidence. The focus is on a recent development where the College Board has updated its practice tests, providing fresh materials reflective of actual test questions. The creator emphasizes the importance of studying these updated materials to enhance preparation. Through an example, the video guides viewers on approaching command of evidence questions, particularly those involving shifts in time frames. The strategy involves methodical elimination of incorrect options based on logical relevance and understanding of historical periods. The video concludes by encouraging consistent study habits and participation in shared learning resources.

Highlights

• College Board replaced practice tests 1, 2, and 3 with 7, 8, and 9! Fresh content alert! 🎉
• New tests feature questions similar to actual exams, making them valuable study tools. 📚
• Chronological change questions can be cracked with a methodical strategy: get rid of obvious wrongs first! 💡
• Late 19th century means 1800s nearing 1900s - a typical College Board trick on time periods! ⏳
• Use community forums to share and solve problem areas, engaging with fellow learners! 👫

Key Takeaways

• College Board has introduced new practice tests - 7, 8, and 9, featuring actual test questions for better preparation. 📝
• Understanding historical periods is key to tackling chronological evidence questions correctly. 🕰️
• Elimination is crucial: discard irrelevant answers first, then delve deeper into core content for final decision. 🔄
• Late 19th century references imply dates closer to the 1900s, a common exam trap to navigate with care! 🚦
• Use community shared resources like the Google Drive link for collaborative study and question resolution. 📂

Overview

Dive into the intricacies of historical evidence questions, a crucial part of mastering the SAT's command of evidence queries. SexyJ takes you on a journey through new materials provided by College Board, focusing on fresh practices that ensure you're well-prepared. With an announcement about new tests added by the College Board, the video emphasizes the need to capitalize on these resources.

The video explores the elimination method for tackling chronological change evidence questions. SexyJ highlights the importance of understanding time frames and historical periods to sift through potential answers effectively. By demonstrating how to avoid common pitfalls and traps set by examiners, viewers learn to identify and select the most logically sound answers.

Ending with a strong call to action, the video encourages active participation in a learning community. By leaving questions in the comment section and utilizing shared resources like a Google Drive folder, learners can collaborate and refine their understanding of the SAT material. The emphasis is on consistent study, with SexyJ guiding a supportive and interactive learning journey.

Chapters

• 00:00 - 00:30: Introduction to Historical Change Evidence The chapter introduces the topic of historical change evidence, also referred to as chronological change evidence. The speaker clarifies that these terms will be used interchangeably throughout the discussion. Additionally, an announcement is made regarding the College Board's updates on their website, where practice tests 1, 2, and 3 were removed and replaced with tests 7, 8, and 9.
• 00:30 - 01:30: College Board Practice Test Updates The chapter discusses updates on the College Board practice tests. More tests are now available, and many of the questions are from prior test administrations. The speaker encourages the audience to check out these tests, specifically mentioning test 78, 9, and 10, and to upload any questions they have as screenshots into a specified folder linked in the comments of the video.
• 01:30 - 02:30: Understanding Command of Evidence Questions The chapter titled 'Understanding Command of Evidence Questions' discusses the nature of command of evidence questions found in standardized tests. It suggests that these questions require test-takers to support conclusions with evidence provided in the text. The author emphasizes the importance of not delaying study plans and informs readers of an impending resource from KH Academy, expected to be released in the summer, although they encourage immediate study without waiting.
• 02:30 - 03:30: Example Analysis - Late 19th Century Evidence The chapter titled 'Example Analysis - Late 19th Century Evidence' discusses how researchers arrive at a conclusion regarding human behavior changes due to electric lighting in the late 19th century. It highlights that the conclusion can be stated in various terms such as conclude, claim, argue, theorize, or hypothesize, depending on what the researchers consider as their ultimate point. The key conclusion here is the observed shift in human behavior attributed to the advent of electric lighting during that era.
• 03:30 - 04:30: Eliminating Incorrect Answers The chapter titled "Eliminating Incorrect Answers" focuses on the method of elimination in determining answers, specifically in the context of analyzing works of fiction related to the concept of time. The discussion highlights a change that occurred in the late 19th century, and the approach involves critically analyzing options to rule out the worst possible answers based on evidence or lack thereof.
• 04:30 - 05:30: Logical Connections with Electrical Lighting The chapter titled 'Logical Connections with Electrical Lighting' explores the relationship between historical timeliness and developments in technology. It specifically references the 19th century, or the 1800s, and its impact on technological advancements, such as electrical lighting. The excerpt suggests an understanding of how different centuries are termed and their chronological order. The chapter details how the 19th century, although referred to as the 1800s, set the groundwork for future innovations in electrical lighting, indicative of broader technological transformations during that era.
• 05:30 - 06:00: Conclusion and Study Recommendations The chapter provides a conclusion and study recommendations based on the timing of the late 19th century. The discussion eliminates options that do not fit this timeframe, specifically ruling out alternative periods such as the early 19th century, and emphasizes that any referenced events or studies should align with the later part of the 19th century due to its relevance and the required context.

All New Digital SAT Problems! Learn the Historical Evidence Question+Use New College Board Material! Transcription

• 00:00 - 00:30 the um historical change evidence okay I might also call this uh chronological change evidence I'll be using those terms kind of uh interchangeably okay so that's today's topic but I also have an announcement for you guys as you guys may be aware of on February 3rd College Board got rid of their practice test 1 2 3 on the website and replaced them with 789 so we
• 00:30 - 01:00 actually have more tests than before so what I want everybody to do is go check out those tests I already made a short about this and these tests a lot of them including this one are pretty much actual test questions from previous administrations okay so this one I'm pretty sure I've seen on an actual release test before so go through the test 78 9 10 and whatever you guys have questions on take a screenshot upload it into the folder which is going to be included in this video in the comments
• 01:00 - 01:30 or the description whichever and yeah we'll go through these because these are just slightly weworked versions of actual test questions so this is really good study material um but KH Academy is coming out with a walkthrough for these in the summer but it's February right now so let's not wait for the summer and just start studying now so yeah leave it in the comments guys so uh getting to this topic so um this is a command of evidence question as you guys know because I have to support the conclusion
• 01:30 - 02:00 okay and as usual I need to get to the conclusion the conclusion here is that claim and so when they say uh support the conclusion it could be literally with the word conclude or it could be claim argue theorize hypothesize it's whatever the researchers think is the conclusion so what do they think there's a shift in human behavior by electric lighting in the late 19th century Okay so
• 02:00 - 02:30 okay um so there are uh works of fiction that are references to time so there's some change there that happened in the late 19th century okay so that's what I have change in the late 19th century okay so as always let's go through the method of elimination first this is out because roughly the say that's the worst answer uh nobody would pick that hopefully I need have an Evidence of change how
• 02:30 - 03:00 would roughly the same be an Evidence of change of anything so that is out okay and this is what where College gets tricky so the 19th century as hopefully you guys know refers to the 1800s right because for example the 1900s that was the 20th century and right now the 2000s we're in the 21st century right you guys all know that right um yeah so it is the 1800s therefore it looks like oh it
• 03:00 - 03:30 should be between a or b and we can immediately get rid of C however let's check it was late 19th century right therefore a is out because they're literally talking about the year 1800 year 1800 that is the earliest 19th century date possible because the 19th century starts in the 1800s right but I want it late this is
• 03:30 - 04:00 very not late okay so that's actually out number one okay and number two it says 10: a.m. how would 10: a.m. be reflected by electric lighting I don't see a logical connection there so that's out but we'll get to The Logical connection later so Tim B and C as you approach 1900 is a very good college board trap way of saying late 1800s right for example if somebody says um you know
• 04:00 - 04:30 uh he is approaching his 30s that would be the late 20s in his age yeah so the late 1800s is the getting closer to 900 so that's fine okay so we're between B and C so up to this point we got rid of A and D why D was the same so it cannot be an Evidence of a change okay and then a is out because it's a wrong time period it was the year 1800 but I needed late 19th century so without even understanding really the topic here I got got rid of them okay now what was
• 04:30 - 05:00 the topic this has to be changed that's brought up by lighting okay because of electrical lights so answer it here is b 1 p.m. yeah because 10 p.m. at night you would turn the lights on whereas C imply time references how are imply time references related to uh lighting I don't know okay so that's a so that's by going back a is doubly wrong not only is the year 1800 it's 10 a.m. you don't need lights at 10 a.m. okay so as is typically the case for problems we were
• 05:00 - 05:30 able to get rid of half the answer choices without really getting into like the core core content of the text we got rid of D because it wasn't a change we got rid of a because it was a wrong time period Only When selecting The Final Answer do we actually have to know the logic here electrical lighting okay so that means 10 p.m. is at night yeah so that's how we do that on chronology question guys so typically with these with just the basic um ideas of am I looking for a change and also what time period am I looking at I can get rid of two answers yeah and only when we're
• 05:30 - 06:00 down to the last two will I in the advanced questions have to actually get to the core understanding so that's it for uh today's quick and dirty video um as always leave comments in the uh comment section if you guys have questions on this and also please do leave uh questions you want to go over in the Google Drive for that I will share with you guys okay so study every day with who with XJ that's the best way you already know see you guys soon with more questions