Score of 5:
Thoroughly develops all aspects of the task evenly and in depth by identifying two leaders and describing
one situation each leader attempted to change; describing one action each leader took to change the
situation; discussing the impact of each action on the society in which the leader lived
Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., for Mohandas
Gandhi: Britain’s discouragement of local Indian industries to tie the Indian economy closely to its own;
connection between encouraging Indian farmers to shift from growing food crops to raising cotton and the
famine that killed millions; importation of British goods at low prices, ensuring little competition from
local artisans, which resulted in economic hardships and periodic uprisings; Gandhi’s urging of Indians to
use nonviolent resistance by boycotting British goods and returning to Indian traditional ways of textile
production in the “Quit India” campaign; use of hunger strikes and the Salt March to gain global visibility
and embarrass the British into granting independence; Gandhi’s fostering of unity between Muslims and
Hindus in order to fight the British; India continued to have problems between Hindus and Muslims which
led to the Indian Independence Act creating India and Pakistan and leading to tensions between those
countries today; for Nelson Mandela: African National Congress (ANC) led protests to end the separation
of the races and gain equal rights for black South Africans; Nelson Mandela’s activities in the ANC led to
his imprisonment; Mandela’s imprisonment brought attention to the injustices of apartheid and made it
possible for him to lead the anti-apartheid movement from prison; after his release from prison, Mandela,
deKlerk, and others developed a new constitution that led to the first democratic election in South Africa;
after taking office, Mandela’s government established The Truth and Reconciliation Commission to make
public the injustices committed under apartheid
Richly supports the theme with relevant facts, examples, and details, e.g., for Mohandas Gandhi: East India
Company; Indian National Congress; Amritsar Massacre; Sepoy Mutiny; Government of India Act; civil
disobedience; passive resistance; satyagraha; ahimsa; Muhammad Ali Jinnah; Muslim League; Pakistan;
textile boycott; for Nelson Mandela: Sharpeville Massacre; charged with treason; 27 years in prison;
Stephen Biko; passbooks; apartheid; homelands; Soweto Uprising; P. W. Botha; Bishop Desmond Tutu;
F. W. deKlerk; president in 1994; Nobel Peace Prize winner
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 4:
Develops all aspects of the task but may do so somewhat unevenly by completing all aspects of the task for
one leader more thoroughly than for the other leader or completing two aspects of the task for both leaders
more thoroughly than the third aspect
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., for
Mohandas Gandhi: economic hardships caused by British rule led to Gandhi’s nonviolent protests, boycotts,
and the Salt March; as a result of Gandhi’s actions, Britain granted independence to India; for Nelson
Mandela: as a result of activities after the Sharpeville Massacre, Mandela was arrested; the time he spent in
prison was an inspiration to others to continue the work to end apartheid; election of 1994 led to Mandela
becoming the first black president of South Africa
Supports the theme with relevant facts, examples, and details
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Note: At score levels 5 and 4, all three aspects for each of the two identified leaders should be discussed.
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