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Julie Podorsek

TE 408: Writing an Objective Test

* The grade and subject of your unit (e.g., high school world history);
I will be making a unit around the peopling of the earth which is a world history unit
centered on Era 1. This will be at a 7th grade level.
* The units essential question(s);
What evidence do we have that supports how and where these first humans lived?
What does the evolution of men from hunter gatherer to agrarian change for the societies
of the time, what were some good and bad things that came from this change?
* The Michigan standards that are met by your unit (please cut and paste the entire standard
rather than just referencing numbers);
7 G1.2.1 Locate the major landforms, rivers and climate regions of the Eastern
7 G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring
geographic information, organizing geographic information, analyzing geographic information,
and answering geographic questions) to analyze a problem or issue of importance to a region of
the Eastern Hemisphere.
7 W2.1.3 Examine early civilizations to describe their common features (ways of
governing, stable food supply, economic and social structures, use of resources and technology,
division of labor and forms of communication). 7 W2.1.4 Define the concept of cultural
diffusion and how it resulted in the spread of ideas and technology from one region to another
(e.g., plants, crops, plow, wheel, bronze metallurgy). 7 W2.1.5 Describe pastoralism and
explain how the climate and geography of Central Asia were linked to the rise of pastoral
societies on the steppes.
7 W1.1.1 Explain how and when human communities populated major regions of the Eastern
Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments. 7
W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of
living in Africa, Western Europe, and Asia.
* The learner outcomes that students will meet through your unit--seven to ten outcomes,
remembering that a set of unit outcome should draw from the entire range of Blooms taxonomy
and should combine a

cognitive operation (e.g., analyze) with social studies content (e.g., the causes of World War II).
1) Have students be able to construct the route early people traveled and where they settled
as well as some motivations for this movement.
2) Students should be able to identify major inventions from this time period.
3) Have students understand the difference between hunter gatherers/nomads as well as
between hunter gatherer/nomad society and agrarian society.
4) Students describe the gender differences in hunter gatherer and agrarian society and the
reasons they differ.
5) Students will demonstrate knowledge of the basic trading that was developing at the time
and the impact it had on the budding society.
6) Archeology should be able to be defined and some aspects like carbon dating should be
taught to show how we know what we know about these early humans. They would be
familiar with some artifacts and inventions that have been found at the time.
7) Have students evaluate the importance of domestication and selective breeding of certain
agricultural crops and animals.
This unit will cover the geographic, political, and cultural shifts that the human race experienced
during the Neolithic period. The unit will range from hunter gatherer society to the height of the
new first agricultural revolution. I will try and set the stage to introduce the first major river
society and this unit will show how humans were able to travel to these rivers and how such
complex societies came from humble beginnings. In this unit I would like to not just look at
archeological evidence but look at more modern examples of hunter gatherers and nomadic
people. This will help to show just how successful these life style can be.e3
After you have sketched your unit, write up your 100 point test. You may include anywhere from
20 to 30 items on your test (meaning that some items will be worth more than one point).
Please break your exam into sections. Each section should be made up of questions of the same
type (true/false, multiple choice, etc.). Label each section with the skills, knowledge and/or
dispositions that you are assessing (or anything else that you wish to assess).

Short Answer: 11 points per

1. List the three uses of fire that early man took advantage of and explain why they
were crucial to early mans survival.
Warmth, protection from animals, used for cooking. Students would be able to get partial credit
if they gave at least one of the correct answers.
2. Compare the hunter gather society to agriculture society in terms of gender roles.
Hunter gathers was more egalitarian with some split gender roles but everyone played equal part.
Agricultural society was much more segregated and the men of the group became leaders and
took charge
If students were able to give the correct information of one of the societies they would be able to
receive partial credit
3. In the Neolithic some early forms of trade occurred. What was traded? List three
things. Why is trade so beneficial in society, please name two advantages of trade as
discussed in class.(Out of 10 points)
*If you can name more 4 or more things that were traded that we discussed in class
one extra credit point will be rewarded.
Flint, Obsidian, stone tools, food, ideas. Beneficial because it allowed people to obtain things
they would not normally be able to. The exchange of ideas was most important because it
allowed survival strategies to be traded, like pottery making and toolmaking, which to this day
still help to drive technology and forward movement today. Trade connects people
Points will be awarded for naming three items, they do not have to be the five I listed above. And
the bulk of the points will come from being able to come up with the two advantages and the
exchange of ideas must be one.

Multiple choice: 3 points per question

4. Where did humans settle first when they moved out of Africa?

Middle East

5. How many humans traveled together in a clan in hunter gather society?

A) 2 to 5
B) 50 plus

C) 10 to 15
D) 20 to 30

What group of early humans had larger brains?

Homo Erectus
Homo Sapiens
Homo Habilis
Homo Curious


What direction did the first travel humans travel when they were moving out of Africa?


What was the name of oldest skeleton found in Africa?



Where is the Cradle of Humankind?

Kenya, Africa
Ethiopia, Africa
Mohenjo-Daro, India
South Africa, Africa

10. What was one of the reasons that the agrarian revolution was able to occur?
A) The plow was invented
B) Hunter gatherers started using crop rotation
C) Temperatures worldwide were rising
D) A new type of seed was discovered
11. What environment did hunter gatherer societies favor?
A) Plains
B) Forests
C) Tropics
D) Deserts
12. What was the first domesticated animal?
A) Cats
B) Dogs
C) Sheep
D) Cows
13. What was the first thing to be farmed by early humans?


Cereal plants
Fruits trees
Root Plans
Fruit bushes

True/False 3 points per question

14.__F___ The nomads liked to stay in one place for long periods of time.
15.___F__ Llamas were the most valuable of the domesticated animals at the time in Africa.
16.____T__ Men did most of the hunting and woman did most of the foraging in Hunter
Gatherer society.
17. __F___ One of the main trade goods at this time was metal.
18. ___F___ Sulfur dating is the main type of dating scientists and archeologist use to find out
how old something is.
19. ___T_____ Stone tools made it possible for early humans to make hammer stones which they
used as a way to cut wood and other organic materials.
20. ___T____ The valley where most of the early human skeletons have been found is Africas
rift valley.

Please indicate the correct answer for each item. For open response questions, indicate the
essential information that would be needed for a response to qualify as correct and how you will
determine any partial credit that you may give.
__/6 Unit Conceptualization: Your unit is conceptualized in a rich way. The essential question,
learner outcomes and Michigan standards all work together in ways that suggest an intellectually
powerful unit that addresses issues of enduring importance.
__/6 Learner Outcomes: All learner outcomes include both a cognitive operation and essential
social students content. Learner outcomes draw from the entire range of Blooms taxonomy.
__/6 Alignment of Outcomes with Exam Content: The exam clearly aligns with the units
priorities, as laid out in the learner outcomes. While not all learner outcomes can be assessed
through an objective exam, at least half of the listed outcomes are assessed through this exam.

__/7 Reliability and Validity of the Exam. The exam questions are both valid and reliable. That
is, each item is written so that it provides an accurate depiction of what students can and cannot
do as it relates to the units goals.