Download 7th Grade Unit 3

TEACHER

Ancient and Medieval History Classical Civilizations Of Greece and Rome Benchmark Grade 7

TEACHER Title of Test: 7th Grade Social Studies Benchmark #3 Testing Window: March 2 to March 13, 2009 Purpose: The SJSD Assessment team emphasizes the purpose of the SJSD benchmark assessment program is to facilitate and provide information for the following in order to enhance and promote student learning:

1. Student Achievement -- To produce information about student achievement so that parents/guardians, students and teachers have a baseline against which to monitor academic mastery of the skills and processes set forth within a particular curriculum sequence. 2. Student Counseling -- To serve as a tool in the counseling and guidance of students for further direction and for specific academic placement. 3. Instructional Change -- To provide teachers with the information needed to make instructional decisions, plans and changes regarding classroom objectives and program implementation. 4. School and District Evaluation -- To provide indicators of the progress of the district toward established goals.

Assessment Director: Dr. Laura Nelson District Subject Coordinator: Robert Nash

SJSD Curriculum Objective and Missouri Grade Level Expectations (GLEs/CLEs) for this benchmark: (Include SJSD curriculum objective-number and words & GLE coding) The Classical Civilizations

3

Analyze and assess the impact of the classical civilizations on the development of future civilizations.

9 WEEKS

Compare various governmental systems and the United States’ government and evaluate how these systems play a part in the development of society. 3-1 Benchmark Focus

Essential Question: Why do we need government?

TEACHER Show-Me Standards for this benchmark: Content standards Analyze responsibilities governments and citizens need to accept to become effective in a constitutional democracy

1A

2

1.6

2

1.6

2

1.9

Compare and contrast the following:

1A

3b-B

 limited government  rule of law  majority rule  minority rights Distinguish between Greek civilization and the Roman Empire regarding:   

origins of democracy rule of law governmental structures

Process standards: 1.6

Discovering and evaluating patterns and relationships in information, ideas, and structures.

1.9

Identifying, analyzing, and comparing the institutions, traditions, and art forms of past and present societies.

TEACHER SPECIAL INSTRUCTIONS ADMINISTERING: 1. It is imperative that your students are instructed to follow the answer sheet’s numbering sequence. Please inform your students that numbers 3 and 17 are constructed response questions and they will complete their answer directly on the benchmark assessment, and that you will fill in the answer sheet for these questions after you have graded the constructed response questions. 2. Please closely monitor students and their progress during and after they have completed the benchmark examine to ensure the answer sheet was properly completed.

GRADING: 1. Please grade your students constructed response questions on numbers 3 and 17. Each question has a scoring guide, an exemplary answer, other possible answers, and instructions how to fill in the students answer sheet. Please see example below.

Point Value

Answer sheet response

Response qualifier

2 points

Mark bubble A

The student correctly identifies two reasons why humans settled in this region.

1 point

Mark bubble B

The student correctly identifies one reason why humans settled in this region

0 points

Mark bubble C

Other

Exemplar

Answer 1. One main reason humans settled in this region is the fertile soil. Another reason is transportation.

Other possibilities but not limited to.

  

Trade Farming and or irrigation Fishing or food source

2. Only the responses that are given in the scoring guide may be accepted. If your students are providing additional responses that are not part of the scoring guide, immediately contact your building’s department chair, as well as Robert Nash the district’s social studies coordinator. Once the contacts have been made and the information has been disseminated, a decision will be made in an expedient manner.

TEACHER Please answer questions 1-10 regarding the responsibilities governments and citizens accept to become a constitutional democracy. (SS1A, 3b-B, 2, 1.6)

1. Because of ancient Greek democracy, which of the following is a responsibility of American citizens today? a. Creating a national religion. b. Supporting a symbolic royalty. c. Taking part in a council of elders. d. Participating in a jury of citizens. 2. A responsible citizen would participate in all of the following EXCEPT a. paying taxes. b. writing laws. c. obeying the law. d. voting in elections. 3. According to Ashoka, an emperor from ancient India, government would provide for the general welfare, justice and security for a nation. Explain two ways the government of the United States meets these goals.

1

2

Point Value

Answer sheet response

Response qualifier

2 points

Mark bubble A

The response explains two ways the democracy of the United States’ government meets the goals for providing for the general welfare, justice, and security of the people.

1 point

Mark bubble B

The response explains one way the democracy of the United States’ government meets the goals for providing for the general welfare, justice, and

TEACHER security people. 0 points

Mark bubble C

Other

Exemplar

Other possibilities but not limited to.

Answer 1.

The United States meets these goals by providing a military to defend the nation and people.

2.

Also, the United States meets these goals by providing a public education for all citizens.    

establishing courts of law health inspections law enforcement mail system

4. How are a direct democracy and an indirect democracy different with the responsibilities citizens have in a government? a. An indirect democracy allows the citizens to elect representatives while a direct democracy wants all citizens to participate. b. A direct democracy wants citizens to elect a monarch while an indirect democracy wants citizens to elect representatives. c. A direct democracy allows only a select few citizens to participate in government while an indirect democracy wants all citizens to participate. d. An indirect democracy wants all citizens to be active in government while a direct democracy wants citizens to elect a monarch. Use the short passage to complete number 5 The government creates laws which state that you must keep your dog on a leash, you may not drive a vehicle under the influence of alcohol, and you must stop making loud noise after 10:00 pm. 5. Which of the following best explains why the government creates certain laws that put restrictions on citizens’ freedoms? a. The government is trying to create a dictatorship or tyranny. b. The government is trying to limit some rights to protect the rights of all citizens. c. The government wants to create a society based laws that affect some while not affecting others.

TEACHER d. The government wants to provide citizens with complete freedom to do whatever the citizens’ desire.

6. In ancient Greece and Rome what group of people had little power or responsibilities in all forms of government? a. the educated b. men c. wealthy citizens d. women 7. The basis for the ideal of natural law is that a. we all have rights. b. we all have power. c. we must not break the law. d. we must not fight with others. 8. Which of the following forms of government in addition to a democracy used the concept of majority rule when making governmental decisions for their country? a. b. c. d.

Absolute Monarchy Oligarchy Republic Tyranny

9. Of the 300 Senators in Athens, 180 of them voted in favor of suspending a curfew. 120 of them voted against this. This is an example of: a. natural law b. majority rule c. minority rights d. limited government 10. According to rule of law, which of the following best represents the people who are required to obey all laws? a. b. c. d.

all citizens adult citizens illegal immigrants government officials

TEACHER Use the passage to answer questions 11-13.

Our government does not copy our neighbors’, but is a model to them. We are called a democracy, for the administration (running of the government) is in the hands of many and not just a few. While there exists equal justice for everyone in private disputes (arguments), the claim of excellence is also recognized; and when a citizen is outstanding, he is preferred for election to public office, not as a matter of privilege, but as a reward of merit (good service). Poverty is no obstacle, for a man may benefit his country even if his family is unknown. The freedom in public life extends to our private lives, where we do not spy on each other, nor get angry with our neighbor for doing what he likes, nor even stare unpleasantly at him. While we are free in our private business, in public we are respectful of the authorities and for the laws…. To sum it up: I say that Athens is the School of Greece, and that the individual Athenian has the power of adapting (adjusting) himself to all kinds of challenges. This is no empty boast (brag), but the real truth—verified by the position to which these qualities have raised our country. For in its time of crisis, Athens alone among other cities is even better than her reputation… we have shown our courage on every land and every sea, and have everywhere left behind evidence of our good will and of our hatred. Such is the city for whose sake these men nobly fought and died; they could not bear the thought that she might be taken from them; and every one of us who survive gladly toil (work hard) on her behalf. Taken from Pericles’ Funeral Oration -- Peter Connolly and Andrew Solway’s Ancient Greece (Oxford University Press, 2001)

11. All of the following would be considered reasons a citizen of Athens would be qualified as a public official EXCEPT a. b. c. d.

someone who comes from a wealthy family. someone who built up a successful business. someone who has dedicated much time to helping others. someone who successfully lead the Athenian army in battle.

12. Why would the people gladly toil (work hard) for the city of Athens? a. b. c. d.

They want to protect their private interests. They are proud of what their city stands for. They think people should do as their leaders tell them. They believe the city can be successful with the help of other city-states.

13. Why would the people of Athens believe they are free in private business (to make personal decisions), but need to be respectful of the authorities and law in public? a. b. c. d.

They believe in natural laws. They want all to have freedom. They wish all people to be successful. They choose to live under a strong government.

TEACHER Please answer questions 14-17 regarding the origins of democracy, the rule of law, and governmental structures in the ancient Greek and Roman civilizations. (SS 3b-B, DOK 2, 1.9) 14. As different forms of government developed in Ancient Greece. Which of the following best explains the role of the people in governmental decisions? a. No wealthy people were involved. b. No ordinary citizens were involved. c. More wealthy people were involved. d. More ordinary citizens were involved. 15. Which of the following would have had an active part in making governmental decisions in the Assembly at Athens? a. foreigners b. men c. slaves d. women 16. How were laws developed in a monarchy? a. b. c. d.

The king made them. The aristocrats made them. A legislative body voted on them. There were no laws in a monarchy.

TEACHER Use the graphic to answer number 17.

17. Explain two ways the writers of the Constitution modeled the United States’ government after the government of the Roman Republic?

1

2

Point Value

Answer sheet response

Response qualifier

2 points

Mark bubble A

The response explains two ways the writers of the Constitution modeled the United States’ government after the Roman Republic.

1 point

Mark bubble B

The response explains only one way the writers of the Constitution modeled the United States’ government after the Roman Republic.

TEACHER 0 points

Mark bubble C

Other

Exemplar

Answer 1. The US government is modeled after the Roman Republic in using three branches of government.

2. Also, the US government is modeled after the Roman Republic by having a bicameral or two-house legislature. Other possibilities but not limited to.

   

a system of checks and balances similar powers and duties both had a legal code both had representatives