Humanities – Year: 7 (ib01)
The Ancient World
Term 1, Assessment 1- Research Investigation and Zig-Zag Booklet.
Name: _____________________
Teacher: ___________________
Concepts (Key and Related): Change (Civilisation, Perspective, Innovations and revolution)
Statement of Inquiry: Societies can evolve based on individual, social and community needs.
Global Context and link to task: Personal and cultural expression – the task is a creative exercise in
which students will explore ancient societies and culture through a combination of research, writing and
reasoning.
Summative Task Description: In this task, students will complete a ‘Zig Zag Book’ by working through
the instructions outlined. This will require the students to research, collate information and synthesize
new answers.
This assessment covers that following criteria:
IB criteria: Knowledge and Understanding (i&ii), Communicating (i, ii, iii) and
Thinking Critically (i & ii).
Your Task - This task has two parts:
1.
Create a zigzag booklet that tells the story of the emergence of ancient civilisations. This will be a
pictorial timeline showing each stage of civilisation, with a title as the only written information.
2. Write an answer to a question about the growth of ancient civilisations. (This will be written in
class, using your zigzag booklet for reference, but not your task research notes.)
Steps:
1. Write a research question that relates to the task above.
2. Carry out some research to make sure you have answered your research question and completed
the questions on the pages that follow. (Keep details of any websites you use to put in your
bibliography).
3. Create a zigzag book to present an answer to your research question.
4. In class, write an answer to a question about the emergence of ancient societies.
5. Hand in:
• Your task sheet including all research notes in your own handwriting
• Bibliography – this will be taught in class.
• Final copy of the zigzag booklet with pictures and titles.
•
In class response to the question (validation sheet).
Time frame: __________________________
Due Date: ____________________________
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What is your Research Question?
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Zigzag booklet Page 1: Nomadic life – the hunter gatherers
Read the information about nomadic life in your text book (Section 3.1) and on the
website below: http://earlyhumans.mrdonn.org/cromagnon.html
1. A nomad is ( Textbook Glossary – see the Glossary in your text index.)
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2. In what sorts of dwellings/homes did early Homo sapiens live?
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3. What did they eat?
______________________________________________________________________________
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4. Why is it difficult to know exactly how these people lived?
______________________________________________________________________________
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Now think of a picture to illustrate this lifestyle and draw it in your ZZ book. Add a short
sentence of text at the bottom of the page. (For example: Early humans lived a nomadic life,
hunting animals and gathering fruit and berries for food.)
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Zigzag booklet Page 2: The Neolithic Revolution- Agriculture (Text Sec. 4.3; pg. 86-7)
Read pages 86-87 of your textbook and visit the website below:
http://mesopotamia.mrdonn.org/agriculture.html
1. The shift from hunting and gathering to farming is known as the
N_________________ R____________________ .
2. The world’s first farmers lived in Mesopotamia and the first civilisation was called
S_________, between two important rivers called the T_________________ and the
E__________________
3. Why did the first farming areas occur next to rivers?
______________________________________________________________________________
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Now think of a picture to illustrate this lifestyle and draw it in your ZZ book. Add a short
sentence of explanation at the bottom of the page.
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Zigzag booklet Page 3: Growth of cities (Section 4.4; Pg. 88-89)
1. Agriculture allowed people to store food and live in one place, generally near a large
river. Two of the world’s first cities were called J________________ and C_______
H__________________ .
2. At the heart of the city in Sumer was a temple called a Z_________________
(Textbook pg. 90)
3. Not all city dwellers were farmers. List other jobs, other than farming, that people
did at this time below. (Textbook pg. 90)
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______________________________________________________________________________
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Now think of a picture to illustrate this lifestyle and draw it in your ZZ book. Add a short
sentence of explanation at the bottom of the page.
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Zigzag booklet Page 4: The discovery of new ideas
When people lived in cities, they had time to gain the knowledge for new
inventions and achievements.
Write a list of at least three inventions from any of the following civilisations:
Ancient Sumer, China and Egypt.
Describe the inventions briefly. Use the websites below to help you:
http://www.ducksters.com/history/china/inventions_technology.php
http://www.ducksters.com/history/ancient_egypt/inventions_and_technology.php
http://mesopotamia.mrdonn.org/inventions.html
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Now think of a picture to illustrate these new ideas and draw it in your ZZ book. Add a short
sentence of explanation at the bottom of the page and a title to the top.
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Zigzag booklet Page 5: The development of writing
Read the links about writing below:
http://mesopotamia.mrdonn.org/cuneiform.html
http://www.mesopotamia.co.uk/writing/home_set.html
1. Why did writing begin?
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2. Match the ancient writing style to its ancient culture (complete the table).
Writing style
Ancient culture
Cuneiform
Sumeria (Mesopotamia)
Hieroglyphs
Mayan culture
China
Alphabets
3. What are the benefits of writing for a civilisation?
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
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Now think of a picture to illustrate this stage of development of civilisation and draw it in your
ZZ book. Add a short sentence of explanation at the bottom of the page. Add a title to the top.
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Zigzag booklet Page 6: The development of social classes (Text Section 4.5; pg. 90)
Read the link about social classes on the wiki.
Gradually, different classes of people emerged. “High” class people were rich and had
lots of power. “Lower” class people were poorer and often had to do what others told
them to do.
1. Use the table to list the people who would be in each social class
Social Class
Occupations
Upper class – at the top
Middle class
(Free Citizens)
Lower class (at the bottom)
(Slaves)
Now think of a picture to illustrate these classes and draw it in your ZZ book. Add a short
sentence of explanation at the bottom of the page.
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Criterion A: Knowing and understanding
Maximum: 8
Students should be able to:
i.
use humanities terminology in context, related to ancient civilisations.
ii.
show knowledge and understanding of subject-specific content and concepts, appropriate to the age
level, using descriptions, explanations and examples relating to the development of ancient
civilisations.
Descriptor
Achievement level
0
1-2
3-4
Task Specific
The student does not reach a standard described
by any of the descriptors below.
The student does not reach the minimum
standards required for this task.
The student:
i. recognises some vocabulary
ii. demonstrates basic knowledge and
understand of content and concepts through
limited descriptions and/or examples.
•
The student:
i. uses some vocabulary
•
ii. demonstrates satisfactory knowledge and
understanding of content and concepts through
simple descriptions, explanations and/or
examples.
The student:
i. uses considerable relevant vocabulary, often
accurately
5-6
ii. demonstrates substantial knowledge and
understanding of content and concepts through
descriptions, explanations and examples.
•
•
•
•
•
•
The student:
i. consistently uses relevant vocabulary
accurately.
ii. demonstrates excellent knowledge
7-8
and understanding of content and
concepts through detailed
descriptions, explanations and
examples.
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•
•
•
Makes some attempt to illustrate some of the
stages associated with the emergence of
civilisation in the Ancient World, zig zag
booklet not all complete.
Includes one or two historical terms, but not
always correctly
Uses three or four historical and/or
geographical vocabulary with some accuracy
and understanding.
illustrates the stages of the development of
civilisation, but detail lacking.
Simply describes, in the written test, all the
stages of development of ancient civilisations.
Examples not always included for each stage.
Explanations not always clear.
Uses historical and geographic vocabulary
that is often accurate and relevant. Four or
more examples.
Illustrates most of the detail associated with
the stages of the development of ancient
civilisation with confidence in zig zag booklet,
but extra detail could be added in places.
Describes, in written form, the stages of
development of ancient civilisations with
clear examples and explanations.
Uses a wide range of geographic and historic
vocabulary correctly and relevantly. Four or
more examples.
Fully illustrates the stages of the development
of civilisation with detail and accuracy.
Fully describes and explains, in written test,
the stages of civilisation and provides
examples and detailed explanations to show a
thorough understanding of the topic - extra
research evident.
8
Criterion C: Communication
i.
ii.
communicates information and ideas with clarity
structure information and ideas effectively for task
iii.
list sources of information in a way that follows the task instructions
Achievement level
0
1-2
3-4
Descriptor
Task Specific
The student does not reach a standard described
by any of the descriptors below.
The student does not reach the minimum standards
required for this task.
The student:
i. communicates information and ideas in a style
that is not always clear
ii. organizes information and ideas in a limited
way
iii. inconsistently lists sources, not following
class instructions.
The student:
•
Presents limited information in pictures about the
stages of civilisation as a zigzag booklet – not
always in the correct sequence or misinformation
given.
•
Writes an in-class response which is often difficult
to understand
•
Lists sources of information that are not
alphabetical (or no bibliography).
The student:
i. communicates information and ideas in a way
that is somewhat clear
The student:
•
Presents some information about the stages of
civilisation as a zigzag booklet that is clear and
easy to follow most of the time. Bit messy.
•
Writes an in-class response with some attempt to
organise ideas and often logically set out.
•
Makes a limited attempt to provide a bibliography.
ii. somewhat organizes information and ideas
iii. lists sources in a way that sometimes
follows the task instructions.
The student:
i. communicates information and ideas in a way
5-6
that is mostly clear
ii. mostly structures information and ideas
iii. lists sources in a way that often follows task
instructions.
The student:
i. communicates information and ideas in a way
that is completely clear
7-8
ii. completely structures information
and ideas effectively
iii. lists sources in a way that always follows the
task instructions
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The student:
•
Produces a well-planned and clear zigzag booklet
with relevant pictures and titles about the stages of
civilisation.
•
Writes a well organised in-class response with
relevant comments and correct use of language.
•
Provides a bibliography, with few mistakes.
The student:
•
Produces a neat, well-planned and clear zigzag
booklet with thoughtful use of detail in pictures
and titles about the stages of civilisation.
•
Writes a well organised in-class response with
relevant and detailed comments and excellent use
of language.
•
Provides a complete bibliography with no
mistakes.
9
Criterion D: Critical Thinking
i.
identifies the main points of ideas, events, visual representation or argument
ii.
uses information to give an opinion
Achievement level
0
1-2
Descriptor
Task Specific
The student does not reach a standard described
by any of the descriptors below.
The student does not reach the minimum standards
required for this task.
The student:
i. identifies the main points of ideas, events,
visual representations or arguments to a
limited extent
The student:
• Makes a limited attempt to describe the stages of
civilisation and uses little of own words
• Uses a small amount of information from the Zig
Zag book pictures for the in-class response
ii. uses information to give limited opinion
3-4
The student:
i. identifies some main points of
ideas, events, visual representation
or arguments
ii. uses information to give adequate opinions
5-6
The student:
i. identifies the main points of ideas,
events, visual representation or
arguments
ii. uses information to give substantial opinion
7-8
The student:
i. identifies in detail the main points
of ideas, events visual representation
of arguments
ii. uses information to give detailed opinions
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The student:
• Makes an attempt to describe the stages of
civilisation in a logical manner
• Demonstrates some knowledge in the in-class
response to support an argument and use some of
students own words
The student:
• Competently describes the stages of civilisation in
a logical manner
• Displays a lot of knowledge that links in well to the
question and shows a solid understanding of the
developments of civilisations. Uses own words.
The student:
• Provides a thorough description of the stages of
civilisation in a logical manner
• Explains links between the stages with clear
evidence of understanding
• Demonstrates excellent knowledge in the in-class
response to support a consistent and wellsupported response to the question. Own words.
10
Approaches to Learning
Development of
communication skills:
Appropriate
communication using a
variety of forms for a
variety of purposes and
audiences
T
Development of
collaboration skills:
Taking responsibility
for your own actions
and working
respectfully and
collaboratively with
others
S
T
Development of selfmanagement skills:
Self-motivation,
organisation, planning
and management of
timelines
S
T
Development of
research skills:
Critical appropriate use
and understanding of a
range information and
media
S
T
Development of
thinking skills:
Analysis, interpretation
and application of new
and previous
knowledge and skills in
a range of contexts
S
T
S
(Shade out ATLs not addressed, letter representing descriptor is inserted for ATLs covered. T= Teacher rating ,
S=Student rating)
Approaches to Learning Descriptors
Emerging- E
•
•
•
Needs direct
support
May show evidence
of some progress
towards learning
objectives
Needs time to
develop
Progressing- P
•
•
Needs guided
support
Evidence of
progress toward
learning objectives
Applying - A
•
•
Minimal support
needed
Evidence that
significant progress
towards the
learning objectives
has been achieved
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Developed - D
•
•
Occasional support
needed
Evidence that the
learning objectives
has been achieved
Highly
Developed- HD
•
•
Independently
applying learning
Demonstrates indepth
understanding and
or application of
learning objectives
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Name: ____________________________ Teacher: ________________________
LEVEL ACHIEVED:
Criterion
Level
achieved
A
C
D
Teacher’s Comment:
Student Reflection:
One area that I need to improve on for this task is:
One area that I did really well on this task was:
Parent’s Signature: ________________________________
Date: __________________________
***Student’s assessments may be accessed at any time by students and parent by contacting the teacher.
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