Name: Governing Ancient Times & Video Lessons - Regents Global 9 CRQ
SKU: 64cb8df00ecc54001298627d
Price: 39.99 USD
Availability: InStock

About this resource

What's inside this resource

Governing Ancient Times & Video Lessons - Regents Global 9 CRQ

This product is a constructed-response question (“CRQ”) in the format of the new New York State Regents examination in Global History and Geography.

The CRQ calls upon the student to examine historical sources (I use exclusively primary sources) by providing historical or geographic context, identifying the point of view, intended audience, or purpose of a document and then using the two documents in either compare-contrast, cause-effect analysis, or turning point identification. I advocate a strategy of assigning one CRQ in each unit of study in grades nine and ten without access to notes. I used this as one of the tests at the end of a unit of study. I would tell students about what kinds of documents would appear and what historical context they should be able to recall in advance. It is a challenging task for them.

The first challenge for novices is to understand what it means to provide context. Faced with the question “What is the historical context of this document?”, beginners will retell what the document says. The reason for this mistake is that, since they were little kids, teachers have asked them to relate what a text means to prove they understood it. [Read more at the Innovation blog]

Product includes:

1. Student version

2. Teacher version with suggested answers

3. Passcode to video lessons students can use to prepare the task.

Documents:

Polybius: Constitution of the Roman Republic
Mutual Duties of vassals and Lords
Han Dynasty, Responsibilities of Rulership
Hebrew Bible, 1 Samuel 16

Passcode Lessons:

Ancient Rome, part 1
Heirs to Rome, part 1
Early China and the Qin Dynasty

About Innovation Passcodes

Passcodes let your students access selected lessons in my own virtual classroom at InnovationAssessments.com. No registration is required. Use the codes at InnovationAssessments.com/TestDrive.

What's included

A student CRQ booklet (pages 1-8) opening with the framework line 9.3b and definitions of Identify and Explain
An instruction page setting out the CRQ structure: one question on Document 1 for context, one on Document 2 for source, a third using both for the relationship between them
CRQ Set 1: a Roman Republic document asking "Explain the historical circumstances that led to the system presented in the excerpt", a Fulbert of Chartres feudal-obligations document (1020 CE) asking students to identify the intended audience, and a two-document similarity-or-difference question
CRQ Set 2: a document on the Mandate of Heaven ideal in Chinese civilization, a Hebrew Bible, 1 Samuel 16 document asking students to identify the purpose, and the same two-document similarity-or-difference question
Printed definitions of Similarity and Difference on both comparison pages
A marked teacher copy of the whole booklet (pages 9-16) with a written model answer under each of the six questions
A one-page passcode sheet (page 17) with three codes for video lessons at InnovationAssessments.com/TestDrive: Ancient Rome part 1, Heirs to Rome part 1, and Early China and the Qin Dynasty

Resource types: Teacher Tools, Assessments

In the classroom

Teaching tips & learning objectives

Learning objectives

Supply the historical circumstances behind a primary source rather than restating what the source says
Identify the intended audience of a feudal obligations text and the purpose of a scriptural passage
Name a similarity or a difference between the governing principles in two documents and defend it with evidence from both
Apply the Regents command terms Identify and Explain as the booklet defines them — putting a name to something, versus giving reasons, causes or logical development

Teaching tips

The two sets are self-contained and can be assigned separately: Set 1 covers Rome and feudal Europe, Set 2 covers Han China and ancient Israel, so each fits a different unit.
The third question in each set is the demanding one; it requires evidence from both documents at once, and the marked copy models exactly how much evidence a full answer carries.
The command-term definitions on page 1 are worth reading aloud before the first set — the booklet distinguishes Identify from Explain deliberately, and the scoring difference between the two rests on it.
The three video-lesson passcodes cover Ancient Rome, the heirs to Rome and early China, matching the document topics, so they work as advance preparation rather than as a follow-up.

Skills covered

Historical contextualisation — students explain the circumstances that produced a document, such as what led Romans to devise a system of elected representatives by class, rather than paraphrasing the excerpt.
Sourcing a document — one question per set asks for the intended audience of the Fulbert of Chartres feudal text or the purpose of the 1 Samuel 16 passage.
Cross-document comparison — the closing question in each set asks students to identify a similarity or difference between the governing principles in two documents and to explain it with evidence from both.
Working to a fixed exam structure — every set repeats the same three-part shape (context, source, relationship), which is the Regents CRQ pattern the booklet names on its first page.
Answering to a defined command term — the booklet prints working definitions of Identify, Explain, Similarity and Difference and every question is phrased with one of them.

Good to know

Questions teachers ask about this resource

Which four documents do the two sets draw on?

Set 1 uses a Roman Republic source and "The Mutual Duties of Vassals and Lords, Fulbert of Chartres: On Feudal Obligations, 1020 CE". Set 2 uses a Chinese document illustrating the Mandate of Heaven ideal and Hebrew Bible, 1 Samuel 16.

What do the video-lesson passcodes give students access to?

Three named lessons — Ancient Rome part 1, Heirs to Rome part 1, and Early China and the Qin Dynasty — hosted at InnovationAssessments.com/TestDrive. The sheet states the lessons carry embedded questions that are auto-corrected, and notes separately that account holders can import the task into their own question bank to edit it and score student work.

How detailed are the model answers on the marked copy?

Two to four sentences each, written as a teacher would accept them rather than as bullet points. The Roman Republic answer runs "Romans threw off the rule of the Etruscans and king Tarquin the Proud. They never wanted a king again, so they devised a system of elected representatives by class called Republic", and the comparison answers name specific institutions such as consuls, the senate and the Assembly of Tribes.