This textbook is designed differently than traditional textbooks, even many that are distributed online. There are some basic things you should know about this design because the book presents information in different ways than you are likely accustomed to.

First, I have discussed textbooks with students for over a decade now, usually taking anonymous surveys about books, student reading habits, and student reading preferences. What I learned is that students want the book:

· Short and sweet, cut out anything I might not be tested on

· Without lots of names whenever possible, learning about people only when essential

· Should give up on maps, most students NEVER look at them.

· Written in an accessible way, one that is comfortable to read.

· Supported by images and videos

· Affordable, $100 or less compared to the often $200+ textbooks

· To articulate with the lectures but clarify things and allow further exploration

So, this is exactly what this book attempts to do. Some of you will find it more appealing than others, but hopefully all of you will find it useful and helpful.

Here are some key, specific changes you will encounter and need to work with:

1. Tables and graphs present information that is not narrated word for word in the text. In other words, you MUST read the tables and work through the information. This is done because students both said they liked getting right to the core information and they sometimes had trouble putting information into a meaningful pattern. The tables used throughout the book present you with at least one organizational scheme designed to synthesize and make sense of the information presented in the text.

2. There are embedded video links throughout the books. These videos provide life and add depth to what is being discussed. Some videos are humorous, some are serious. Most videos are short, though some of the longer films that would be used in-class are also linked in the text. You can watch these from the comfort of your own place at your convenience rather than trying to stay focused and get notes taken in a darkened classroom.

3. Pictures also teach. Students usually tell me that they look at a picture but never read the caption. In this book, especially in the chapters on evolution and archaeology, READ THE CAPTIONS. Whenever possible the captions are written to reinforce what is discussed in the text and illustrated in the

image. Often the captions seek to call your attention to specific items in the image that are relevant to what is being discussed.

4. There is a 10 point quiz at the end of every chapter that will test what you have learned and reinforce key points. Obviously, a 10 point quiz cannot test you on everything but it can help you to start preparing for longer examinations.

5. There are few terms that are boldfaced. This is because too many students explained that they just look for the bold words to master vocabulary. They admitted, and their grades showed, that they could not connect the terms. So, in order to address this, I dropped the bold-faced type for key words. There is, however, a summary list of key terms at the end of each chapter. You can either copy this and have it ready while you read or, as I suggest, go through the list after completing the chapter. If you can identify the term than you have got it down. Those that you cannot identify can be reviewed by study cards or other techniques.

6. There is both a crossword puzzle and word match to help study key terms. Some students love such aids, some hate them. I have included them because those who love them, or want to try them, will have access to them while those who dislike them can simply ignore them and find other ways to prepare for examinations.

7. There are also web links embedded in the text. These take you to short descriptions, articles, and even animations that reinforce what is being discussed in the chapter. They are added to be used and not as filler, hence you should follow the links and read what is on the other end. Some of them are humorous, some of them controversial, and some of them are outstanding study systems.

Remember, no textbook or lecture can teach you anything if you elect not to engage the material. Passively sitting by and hoping to absorb information rarely works and never works in reading. You need to think about what you are reading. Ask yourself what is the point of the reading at any given point? What knowledge is being presented and reinforced? How does this connect with what we are doing in class, watching in videos, or covering through independent study? The book is merely a tool that helps YOU teach yourself. In the end, education about your willingness to learn and effort to succeed at learning. Everything else is merely a tool that helps you acquire and use knowledge. It is, after all, your life and you should take responsibility to making out of it whatever it is you wish to make out of it.