Example: | Statement | Vrai (True) | Faux (False) | | :--- | :---: | :---: | | Les Gaulois vivaient dans des maisons rondes appelées murā . | ☐ | ☐ | | Ils étaient tous agriculteurs et aucun n’était artisan. | ☐ | ☐ | | La monnaie gauloise existait avant la conquête romaine. | ☐ | ☐ |

And that is a solid evaluation.

For decades, the image was simple: a blonde moustache, a winged helmet, a magic potion, and a village of indomitable Gauls holding out against the Romans. For many French elementary students, Asterix has been the unofficial entry point into the history of their ancestors. But for a CM1 teacher, the challenge is different: How do you move students from cartoons to critical thinking? How do you evaluate not just memory, but real understanding of who the Gauls were?