Level 1 Classical Studies Internal Assessment Resource

Internal assessment resource Classical Studies 1.5B v3 for Achievement Standard 91025

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Internal Assessment Resource

Classical Studies Level 1

This resource supports assessment against:
Achievement Standard 91025 version 2
Demonstrate understanding of links between aspects of the classical world and another culture
Resource title: From Colosseum to Cake Tin
6 credits
This resource:

Clarifies the requirements of the standard
Supports good assessment practice
Should be subjected to the school’s usual assessment quality assurance process
Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by Ministry of Education / February 2015 Version 3
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number A-A-02-2015-91025-02-4388
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal assessment resource Classical Studies 1.5B v3 for Achievement Standard 91025

PAGE FOR TEACHER USE

Internal Assessment Resource

Achievement Standard Classical Studies 91025: Demonstrate understanding of links between aspects of the classical world and another culture

Resource reference: Classical Studies 1.5B v3

Resource title: From Colosseum to Cake Tin

Credits: 6

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard 91025. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This activity requires students to demonstrate understanding of links between ancient Rome’s Colosseum and New Zealand’s Westpac Stadium.

To demonstrate perceptive understanding means to show insight into links between aspects of the classical world and another culture and will include an understanding of a wider cultural context. What insight means and what it looks like will vary, depending on the context of the assessment activity. Features of insight may include, for example:

providing and explaining reasons for similarities and differences
explaining themes and patterns
explaining cultural expectations and codes of behaviour.

Students will present their response to the activityin a medium of their choice, such as: a computer-assisted presentation, a brochure, a newspaper front page article, a letter to the editor, or other suitable format. Discuss with students the suitability of their chosen mode.

Students need to support their response with primary source evidence. While not a requirement of the standard at any level of achievement, encourage students to also use secondary source material to support points made.

In the context of this assessment activity, students should consider the similarities, differences and/or connections between the two venues, the forms of entertainment held within them, and the audience. Explaining the links between cultural codes of behaviour and societal expectations and restrictions in ancient Rome and modern New Zealand may also enable students to demonstrate perceptive understanding.

You can adapt this activity to suit different contexts, for example, students might find links between:

Theatre of Marcellus and a modern theatre or cinema complex
Circus Maximus and a modern New Zealand horse race track
the baths of Caracalla and a modern New Zealand swimming complex/gymnasium
an ancient Greek banquet and a modern dinner party.

Alternatively, negotiate a context that will engage your students, or allow them to choose their own context.

Conditions

This assessment activity takes place over three weeks of in- and out-of-class time.

Although it is not assessed, students need to acknowledge all sources by providing a bibliography.

Students have an opportunity to work in pairs or small groups while selecting source evidence. This can encourage students to reflect and share and will provide teachers with another opportunity to assess students’ understanding.

You may even allow students to demonstrate their understanding in groups, rather than independently. This would better support students who prefer to work collectively. However, you are expected to assess the quality of each student’s understanding, individually.

Resource requirements

Provide students with a range of resources so that they are able to select evidence from both primary and secondary sources. The following resources may be useful:

Balsdon, J.P.V.D. Life and Leisure in Ancient Rome. London: Phoenix Press, 2002.
Buchanan, David. Roman Sport and Entertainment (Aspects of Roman Life). London: Longman, 1975.
Carcopino, Jerome. Daily Life in Ancient Rome. USA: Yale University Press, 2003.
Taylor, David. Roman Society (Inside the Ancient World). London: Duckworth, 2008.
Internet Ancient History Sourcebook
VROMA: A virtual community for teaching and learning Classics

Additional information

None.

Internal assessment resource Classical Studies 1.5B v3 for Achievement Standard 91025

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Internal Assessment Resource

Achievement Standard Classical Studies 91025: Demonstrate understanding of links between aspects of the classical world and another culture

Resource reference: Classical Studies 1.5B v3

Resource title: From Colosseum to Cake Tin

Credits: 6

Achievement / Achievement with Merit / Achievement with Excellence
Demonstrate understanding of links between aspects of the classical world and another culture / Demonstrate in-depth understanding of links between aspects of the classical world and another culture / Demonstrate perceptive understanding of links between aspects of the classical world and another culture

Student instructions

Introduction

This assessment activity requires you to demonstrate understanding of the links between two very different settings for public entertainment: ancient Rome’s Colosseum and New Zealand’s Westpac Stadium. A link is a similarity, difference and/or connection.You will be assessed on how perceptively you demonstrate understanding ofthe links between the two entertainment venues.

You will select evidence from primary and secondary sources. Your teacher will provide you with a range of resource material.

You can choose how you will present your explanation, for example, a computer-assisted presentation, a brochure, a newspaper front-page article, a letter to the editor, or some other suitable format.

You have three weeks of in-class and out-of-class time to complete it.

You can work in pairs or small groups to collect your evidence. However, you will be assessed individually on how well you are able to explain the links between the two entertainment venues.

Task

Select your evidence

Select evidence from primary and secondary sources about ancient Rome’s Colosseum and New Zealand’s Westpac Stadium. Make sure that your evidence relates specifically to this assessment activity.

Primary sources include evidence surviving from the classical world, such as written material in translation and artefacts of all kinds.

Secondary sources include evidence drawn from later commentaries, such as: books, websites, encyclopaedias, and later works of art and architecture.

Identify and explain links

Identify links between the two venues from these categories:

venue, e.g. location, size, design, function
entertainment, e.g. what you would see, the entertainers, the organisers, reasons for the entertainment or leisure activity, cost
experience, e.g. the people who attended, levels of audience participation, hierarchy among the audience, networking…

Explain the links you identify, with insight. Evidence of insight might include explaining, for example:

reasons for similarities and differences
themes and patterns
cultural expectations and codes of behaviour

Present your findings

Choose an appropriate mode of presentation. Your source evidence may suit some modes more than others. Discuss your selection with your teacher.

Using the mode you have chosen, present your response.

Provide a reference list

Submit an accurate reference list with your presentation that includes all of the primary and secondary sources you have used in this assessment activity. This will not be assessed but will be used for authentication purposes.

Internal assessment resource Classical Studies 1.5B v3 for Achievement Standard 91025

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Assessment schedule: Classical Studies 91025From Colosseum to Cake Tin

Evidence/Judgements for Achievement / Evidence/Judgements for
Achievement with Merit / Evidence/Judgements for
Achievement with Excellence
The student demonstrates understanding ofancient Rome’s Colosseum and New Zealand’s Westpac Stadium, and explains links (similarities, differences and/or connections) between aspects of the two venues.
Example:
A link between the Colosseum or Flavian Amphitheatre and the Westpac Stadium is the size and function of both buildings – they are both large entertainment venues.
The Colosseum’s tiered seating held about 50,000 Romans. They came to see gladiator fights and wild animal hunts.
Similarly, the Westpac Stadium is a major sporting venue (also used for music concerts). It has tiered seating to hold up to 40,000 people. The audience is often very enthusiastic (e.g. shouting and chanting) when watching a big event such as an All Blacks game, just as the audience was at the Colosseum when watching a gladiator fight. / The student demonstrates in-depth understanding ofancient Rome’s Colosseum and New Zealand’s Westpac Stadium, and provides an informed explanation of a range of links (similarities, differences and/or connections) between aspects of the two venues. The student explains aspects/factors which relate to the links.The student supports their explanations with appropriate primary source evidence that relates specifically to the context of the activity.
Example:
Most Romans loved to watch gladiatorial combats – men fighting, often to the death, or to gain the wooden sword of freedom.
Seneca tells us that some gladiators had ‘no armour to protect them and with the whole of their bodies exposed to each other’s hits, they never fail to hit the target. Many people prefer this kind of fight to the usual programme of a pair of gladiators or request items – for obvious reasons’.
Although rugby players don’t fight to the death, they do aim to win and, like some gladiators, they don’t wear protective clothing and can be injured by the opposition.
Both ancient Roman audiences and modern New Zealand audiences love to see rough physical contact. / The student demonstrates perceptive understanding ofancient Rome’s Colosseum and New Zealand’s Westpac Stadium, and provides an insightful explanation of a range of links (similarities, differences and/or connections) between aspects of the two venues. The student explains aspects/factors which relate to the links.The student shows an understanding of the wider context.The student supports their explanations with appropriate primary source evidence that relates specifically to the context of the activity.
Example:
The Romans loved watching gladiator fights. Tacitus tells us that the Emperor Trajan presented as many as a thousand pairs of gladiatorsin the Colosseum.
Crowds attend a multitude of rugby matches at the Westpac Stadium throughout the year, including sevens tournaments over summer time, and as the two teams run onto the pitch from a tunnel underneath the stadium, the crowds will roar their appreciation and will follow significant events during a match, such as tries or impressive tackles, with mass cheers.
Some people in ancient Rome did not like these forms of entertainment. Cicero asked, ‘What civilised man can enjoy the sight of a feeble man being mauled by a powerful beast?’ Similarly, rugby matches don’t appeal to some New Zealanders because sometimes the game can seem aggressive, and the audience seems noisy and rough.
But for some people, like the Senators who sat in the front row of the Colosseum, and important business people or celebrities who sit in a corporate box at the Westpac Stadium, the experience is exciting and memorable.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.