Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 3416 Before you start to read a section, look to see if there are any vocabulary words, names, places, or events in bold or italic print. Then ask yourself, “Why is this word, person, place, or event important?” You should, of course, have an answer to that question when you finish reading the section. For example, after reading the The Beatles change their image section, you should know who Brian Epstein is. When you have completely finished your reading, you should also be able to answer all of the Review Questions. REVIEW. Okay, you’ve surveyed and read the assignment. This is when most students will close their book and say, “I’m done.” Taking a few extra minutes for review, however, will make a huge dif- ference in what you’re able to remember later. When you review, you lock the information into your brain before it has a chance to evaporate. To review, go through the same process you did when you surveyed the material. This time, as you read the section headings, briefly restate the purpose or point of each section to yourself using your own words. As you look at the vocabulary words and the words in bold and italic print, think about what they mean and why they are important. If you really want to lock the information into your brain, review every- thing again a day or two later. When you go to study for the test, you’ll be amazed at how well you already know the material. It may take a little practice to get the Survey, Read, and Review process down, but you’ll soon realize that this process doesn’t mean more work. It just means better grades. u SURVEY the assignment to get an overview. u READ with a purpose. u REVIEW to check your understanding. Step Read to Learn 6