XIII.

Summative Assessment

At the end of the two-week unit, the students will be evaluated with a traditional teacher
developed summative test. The test is carefully constructed to test all of the objectives and
information, facts, concepts, relationships/generalizations of the unit.. (Appendix E)

XIV. Reflections upon Unit Design, Instruction, and Student Outcomes

1. Reflections Upon Student Performance:

The expectation for students upon the completion of the Middle East and North African
Unit was that all students in 7th Grade Civics and Geography class would be able to
demonstrate a mastery of the unit objectives on the teacher developed test. Being sensitive
to the developmental stage of middle adolescents, the test was designed to allow students
to demonstrate mastery through the analysis level of Blooms Taxonomy. The content of
the unit was carefully organized and presented with opportunities for feedback through
formative assessments. Students were also provided many opportunities to engage with the
format of the test. The formative assessments determined if students would need extra time
built in before the assessment to reteach and review the content that would be on the Post
Test.
Using notes given throughout the duration of the unit as well as a structured overview
place in a review form, there were opportunities for reteach. Students took the exact same
test two weeks before and were given a wide variety of tools and time to study. Students
greatly improved from the Pre-Test to Post-Test. All averages were above an 80. Some
students still received a failing grade. My first reaction to those lower scores as a teacher is
to reflect on my teaching strategies. Was it my fault? With this in mind, I examined if I
taught to their needs and considered more modifications. They did improve throughout the
unit, so a gradual change in teaching methods encourages these students to perform higher.
After spending time reflecting each test, I concluded that students who performed poorly
on their summative assessment either had not studied or prepared adequately or have a
significant learning disability that calls for intervention. For those who succeeded and
improved, they took time to study and connected with the content. If I revisited my
lectures, notes, homework, and class activities and traced the concepts on the test, I would
see that they all had resources and ample opportunities to achieve. The summative test
results gave me evidence to focus on certain learning strategies. If my placement lasted
longer at the middle school, I would have spent time re-teaching some of the material and
strategies to all students. Something learned from this experience is to constantly reflect
my teaching practices as well as mentor students to set a goal and aim high. The teacher is
an educator and a mentor.

2. Reflections Upon Instructional Activities:

The directed teaching methods, guided practice, and instructional activities produced for
this unit was created with sensitivity to developmental stages as well as student familiarity
with instruction. Students were accustomed to Bell Ringers as a review, hands-on activities,
and note-taking guides, so I developed a unit I believed was suited to maintain structure but
create challenges. As I reflect on the instructional activities of this unit, I conclude that I
would most likely modify this curriculum to fit a classroom that is focused on reading
comprehension, and active engagement. My ambition is for variation of instructional
activities, not just worksheets. Reading comprehension activities are essential for overall
growth. I would use a variety of methods to teach reading comprehension skills in a history
class setting. Students at this age learn best through social interaction and relevancy. I
would also aim for more opportunities to accommodate lower performing and at risk
students. Though I always aim to improve, I am content with my guided practice. Students
loved listening as I have instruction and introduced concepts, and had the freedom to
discover things together.
3. Reflections Upon Formative and Summative Assessment:
If I was given the opportunity to re-teach this unit, I would create more tangible forms of
assessment, not just Bell Ringers and homework. I would have students produce and turn
in assignments that focus on daily and overall objectives. On the areas I had formative
assessment to turn in like the 3-2-1- answer sheet and religion graphic organizers, students
better recalled that information. I created the summative assessment using my cooperating
teachers strategies since students are more accustomed to her style. To improve
summative assessment, I would create a test suitable yet challenging for their learning
styles. For example, I would not have matching or too much multiple choice questions.
XV. Completion of the Unit
Sources for Unit: Middle
Textbooks :

East and North Africa

Discovery Education Online.

https://app.discoveryeducation.com/techbook2:concept/view/guidConceptId/114747C7-54CD4D34-BD61-F352284D90D5/guidUnitId/19886772-47C0-461E-B93EECB65C4571B2#/tab=explore-tab&page=1&subTab=explore-main-tab
Birthplace of Civilization. (2005). In The World and It's People: Eastern Hemisphere (AL ed., pp.
298-306). New York: McGraw Hill Companies.

Appendices :
Appendix A- Resources for Mini-Unit #1

Appendix B- Resources for Mini-Unit #2

Appendix C- Resources for Mini-Unit #3
Appendix D Resources for Mini-Unit #4
Appendix E- Resources for Post-Instructional Phase

Write the definition or facts beside each word

Dead Sea
Mesopotamia

Sahara

Nile River
Ancient Egypt

Bedouins

Theocracy

Sumer

Phoenicia & Trade

Hammurabis Code

Pharaoh

OPEC

Define Monotheism- ______________________________________________________________________________

___________
______________________________________________________________________________
________________.

Religion

Holy Text

Holidays

At least 3 other
facts

Judaism

Christianity

Islam

What does Christos mean? Who is Jesus to the Christian faith?

What is the oldest monotheistic religion?
What are the religious teachers called for each three monotheistic religion

Study Guide: Write down KEY information from your notes under each heading.

Middle East &

North Africa

Topography

Scorching in
the Sahara
Dead Sea

Physical Features

Middle East
Countries

Touring through
Three World
Nile River
Religions

Ancient
Civilizations

Christianity

Mesopotamia

Sahara Desert
No Ordinary Oil

North African
Countries
Egypt

OPEC
Islam

Religion

Importance
to Economy

Judaism

Pharaoh

Name:_____________________________ Date:_________________Period:_______________

Middle East & North Africa Test

I.
Matching (1 point each)
Directions: Read the words and definitions. Draw a line from the word
to the correct definition. You must also right the letter on the line
provided.
1. ______ is the term for worship of many gods
2. ______ is government controlled by religious
leaders.
3. ______ is the form of writing practiced in Sumer
4. ______ is the country and its farmland
5. ______ is a group of land under one ruler
6. ______ a fertile or green spot made by presence
of water.

A. oasis
B. empire
C. city-state
D. theocracy
E. polytheism
F. cuneiform

II.
Multiple Choice (1 point each)
Directions: Read the following questions closely and carefully. Circle
the correct answer and write the letter on the line provided.
_____7. The largest oil producing country in the Middle East/North Africa is
a. Israel
c. England
b. Saudi Arabia
d. Iraq
_____8. What is the most important and abundant export in the Middle East?
a. Water
c. oil
b. sand
d. olive oil
_____9. What is the most common landform in North Africa and the Middle East?
a. Mountain
c. desert
b. Peninsula
d. delta
____10. What two rivers does the Fertile Crescent lie between?
a. Rhine and Danube
c. Tigris and Nile

b. Tigris and Euphrates

d. Euphrates and Nile

_____11. Who was the first female pharaoh?

a. Cleopatra
c. Hapi
b. Hatshepsut
d. Nefertiti
____12. Historians believe what city-state was the first?
a. Sumer
c. Babylon
b. Egypt
d. Mesopotamia
____13. The holy book of Judaism is called
a. Bible
c. Torah
b. Quran
d. Rabi
____14. The Greek word Christos means
a. Christ
b. Holy One

c. Messiah
d. Lord

____15. What are the followers of Judaism called?

a. apostles
c. Christians
b. Jews
d. Muslims
____16. Who is the founder of Islam?
a. Ghandi
b. Jesus

c. Abraham
d. Muhammad

____17. ______________ is the oldest monotheistic religion and a basis for the
other two major world religions.
a. Christianity
c. Judaism
b. Islam
d. Hinduism
____18. The lowest point in the world is
a. Dead Sea
b. Red Sea

c. Death Valley
d. Sahara Desert

____19. The desert-dwelling, Arabic ethnic group is

a. Sunnis
c. gypsies

b. Bedouins

d. OPEC

____20. What city is important for Judaism, Christianity, and Islam?

a. Cairo
c. Jerusalem
b. Amman
d. Mecca
____21. Which animal CANNOT be found in the Sahara Desert?
a. camels
c. frogs
b. snakes
d. scorpions
____22. What is the purpose of OPEC?
a. control who can sell oil
c. increase oil production
b. increase income from the sale of oil d. support terror groups
____23.The form of writing that uses pictures for words and sounds is called
what?
a. cuneiform
c. Phoenician alphabet
b. mathematics
d. hieroglyphics

III.
Short Answer (2 points each)
Directions: Read the following questions closely and carefully. Write IN
COMPLETE SENTENCES.
24. What does the word Mesopotamia mean?

25. Why is oil an important resource?

26. Where were the pharaohs buried after they died?

27. What is the difference between polytheism and monotheism?

IV.

Religion Chart: Complete this chart that details basic

information about Judaism, Christianity, and Islam. (15
points)

Religion
Judaism

Christianity

Major Holidays
1.

Holy Book

Two Other Facts

1.

2.

2.

1.

1.

2.
2.
Islam

1.

1.
2.

V.

Map Skills: Locate the following items on the map below: (8

points)
-

Nile River
Saudi Arabia
Tigris River
Euphrates River

-Egypt
- Israel
- Iran
- Red Sea

3.
4.

6
.

5.

8.

1.
7.

1._________________________________
2._________________________________
3._________________________________
4._________________________________

2
.

5._____________________________
6._____________________________
7._____________________________
8._____________________________

MODIFIED
Name:_____________________________ Date:_________________Period:_______________

Middle East & North Africa Test

VI. Matching (1 point each)
Directions: Read the words and definitions. Draw a line from the word
to the correct definition. You must also right the letter on the line
provided.
7. ______ is the term for worship of many gods
8. ______ is government controlled by religious
leaders.
9. ______ is the form of writing practiced in Sumer

10.______ is the country and its farmland

11.______ is a group of land under one ruler
12.______ a fertile or green spot made by presence
of water.

A. theocracy
B. cuneiform
C. polytheism

D. city-state
E. oasis
F. empire

VII. Multiple Choice (1 point each)

Directions: Read the following questions closely and carefully. Circle
the correct answer and write the letter on the line provided.
_____7. The largest oil producing country in the Middle East/North Africa is
a. Israel
c. England
b. Saudi Arabia
_____8. What is the most important and abundant export in the Middle East?
b. Water
c. oil
b. sand
_____9. What is the most common landform in North Africa and the Middle East?
c. Mountain
c. desert
d. Peninsula

____10. What two rivers does the Fertile Crescent lie between?
c. Rhine and Danube
c. Tigris and Nile
d. Tigris and Euphrates
_____11. Who was the first female pharaoh?
c. Cleopatra
c. Hapi
d. Hatshepsut
____12. Historians believe what city-state was the first?
c. Sumer
c. Babylon
d. Egypt
____13. The holy book of Judaism is called
c. Bible
c. Torah
d. Quran
____14. The Greek word Christos means
c. Christ
d. Holy One

c. Messiah

____15. What are the followers of Judaism called?

c. apostles
c. Christians
d. Jews
____16. Who is the founder of Islam?
c. Muhammad
d. Jesus

c. Abraham

____17. ______________ is the oldest monotheistic religion and a basis for the
other two major world religions.
c. Christianity
c. Judaism
d. Islam
____18. The lowest point in the world is
c. Dead Sea
d. Red Sea

c. Death Valley

____19. The desert-dwelling, Arabic ethnic group is

c. Sunnis
c. gypsies
d. Bedouins
____20. What city is important for Judaism, Christianity, and Islam?
c. Cairo
c. Jerusalem
d. Amman
____21. Which animal CANNOT be found in the Sahara Desert?
c. camels
c. Frogs
d. snakes
____22. What is the purpose of OPEC?
a. control who can sell oil
c. increase oil production
b. increase income from the sale of oil
____23.The form of writing that uses pictures for words and sounds is called
what?
a. cuneiform
c. hieroglyphics
b. mathematics

VIII. Short Answer (2 points each)

Directions: Read the following questions closely and carefully. Write IN
COMPLETE SENTENCES.
24. What does the word Mesopotamia mean?

25. Where were the pharaohs buried after they died?

26. What is the difference between polytheism and monotheism?

IX.

Religion Chart: Complete this chart that details basic

information about Judaism, Christianity, and Islam. (15
points)

Religion
Judaism

Christianity

Major Holidays
1.

Holy Book

Two Other Facts

1.

2.

2.

1.

1.

2.
2.
Islam

1.

1.
2.

Torah
Koran
Bible

Ramadan
Passover
Rosh Hashana
Yom Kippur
Christmas
Easter
Lent
Good Friday

X.

Map Skills: Locate the following items on the map below: (8

points)
-

Nile River
Saudi Arabia
Tigris River
Euphrates River

-Egypt
- Israel
- Iran
- Red Sea

3.
4.

6
.

5.

8.

1.
7.

1._________________________________
2._________________________________
3._________________________________
4._________________________________

2
.

5._____________________________
6._____________________________
7._____________________________
8._____________________________