| Skill Area | Typical Question Types | Weight | | :--- | :--- | :--- | | | Place events on a timeline, calculate durations (e.g., How long did the Merovingians reign?) | 30% | | Vocabulary | Match definition to word (e.g., vassalité , croisade , traite négrière , Lumières ) | 20% | | Document Use | Read a simplified historical map or a painting & answer 3 questions. | 30% | | Short Answer | "Explain why Clovis chose to be baptized." (Requires causal reasoning) | 20% |
| Theme | Standard Evaluation Focus | Common Mistake in Bad Evaluations | Recommendation | | :--- | :--- | :--- | :--- | | | The role of baptism & crowning emperor | Asking for exact dates (496 & 800) – Not required in CM1. Ask for century instead. | Good | | Feudal system | Link between lord, vassal, peasant | Confusing chevalier with noble . Clear diagrams required. | Mixed | | Louis XIV | The Palace of Versailles as a political tool | Only asking about wigs and parties. Must include absolute monarchy concept. | Weak | | The Enlightenment | Key ideas (freedom, justice) & major figures (Voltaire, Rousseau) | Expecting memorization of book titles. Focus on ideas vs. Old Regime . | Good | | Transatlantic slave trade | Triangular trade route & living conditions | Using euphemisms ("workers," "deported"). Proper vocabulary: traite négrière, esclavage . | Improving | évaluations histoire cm1
(La fin de la monarchie, la naissance de la République et l'épopée napoléonienne). 2. Structure type d'une évaluation réussie | Skill Area | Typical Question Types |