Grade 6 Test 3
TDA
Prompt:
Explain Rousseau's definition of political inequality and analyze how the “Jim Crow”
laws, were examples of the moral or political inequality referred to in “The Discourse on
the Origins of Inequality Among Men”.
Use ideas and information from BOTH passages to support your response.
Sample Passage
Score: 4
Rousseau defines political inequality as coming from “the laws which human
beings have agreed to.” He says that these laws have allowed “some people to have
more wealth and power than others.” An example of what Rousseau is talking about
would be the laws that require people to pay taxes. The rich pay less tax or at least have
more money left after paying their taxes than the middle class. That means that the rich
can still buy more of the things they don’t really need than the middle class, who have
to worry about buying food and paying for their houses.
There were many “Jim Crow” laws in the South before the Civil Rights
movement. These laws were aimed at keeping the African American citizens “in their
place as second-class citizens.” These laws are the kind of law that Rousseau was talking
about because they created an inequality and were “laws that people agreed to,” or at
least the southern white people agreed to, because it was too expensive or dangerous
for the African Americans to vote. One of the many Jim Crow laws was that blacks had
to go to schools for African Americans while whites went to school for only white
students. The white schools offered a much better education than the African American
schools. That created even more inequality because only the whites would get the
better jobs where more education was needed. In this case, education was power and
the African Americans usually did not get this power because of their poor schools.
There were a few exceptions like George Washington Carver or Frederick Douglas, but
there were not many.
The “moment in the history of man when the idea of right took the place of
strength and violence” was when Dr. Martin Luther King Jr. led peaceful protests against
these laws. After that, African Americans could vote and have a say in making a law that
they thought was fair and vote against those that were not fair. Also, the African
American and white children went to school together and could get the same good
education.
Now, just the color of your skin does not give you wealth and power. People of
all colors and nationalities, as long as they are U.S. citizens, can vote for what they think
is right and fair. Now the majority of the people are able to elect a few rulers who will
carry out fair laws.
Score
Point
Trait/Focus
Focus
Organization
4
Analysis
Text
Reference
Description
Annotation
• Effectively addresses all parts of the
task demonstrating in-depth
understanding of the text(s) The
writer understands the implied
meaning of the text by explaining
relationships or concepts and/or
moving past a literal interpretation.
• Substantial reference to the main
idea(s) and relevant key details of the
text(s) to support the writer’s purpose
Main idea is clearly identified and
supported through writer’s choice of
most important details to support
author’s reason for writing the text.
• Strong introduction, development,
and conclusion including effective use
of precise language and skillful
transitions Evidence of introduction
and conclusion; paragraphs are clearly
organized and remain focused.
Transitions between paragraphs and
among ideas connect thoughts and
ideas, contributing to the cohesiveness
and flow.
• Thorough analysis of explicit and
implicit meanings from text(s) to
effectively support claims, opinions,
ideas, and inferences Clear claim(s)
stated with evidence of text
exploration and understanding that is
stated or implied
• Substantial, accurate, and direct
reference to the text(s) using relevant
key details, examples, quotes, facts,
and/or definitions Writing includes
elaboration that and remains “in the
text”: quotes are relevant, facts and
paraphrasing accurate
The in-depth understanding of the text
is evident in the examples (taxes,
education being power, and all parts of
the task were addressed.
The main idea of moral/political
inequality is explained and applied.
Substantial text reference contributes
to the evidence of thorough
understanding.
The writer jumps right into the
definition, so the introduction would be
considered weak. Also, there are no
external transitions between
paragraphs, however, the internal
transitions are skillful and create
cohesion within the paragraphs.
Very strong conclusion!
The analysis is the most notable feature
of this response. Examples (taxes), and
the emphasis on the cycle of
educated/uneducated are effective.
The strongest analysis occurs at the end
with the reference to MLK and the
conclusion.
The text reference has been chosen
skillfully. For example, all of the JC laws
were not cited, but the ones that
support the analysis are the most
relevant to the point.
Mechanical errors do not interfere with
understanding.
Note: The reflection in the conclusion is
evidence of the depth of understanding
we are looking for. The writer offers a
social perspective and gives the reader
something more to think about.
Sample Passage
Score: 3
I don’t think Rousseau lived during the time of the Jim Crow laws, so moral and
political inequality has been a problem for a long time. His explanation of the
inequalities during the time he lived can be applied to the Jim Crow laws that came into
effect after The Civil War.
Rousseau defines political inequality as “the laws which human beings have
agreed to” and that “allow some people to have more wealth and power than others.”
The “Jim Crow” laws were these kinds of laws because people voted for them, but only a
few of the people, not all of the people who lived there. The laws gave rich white
people more power than any others. For example, these laws said that African
Americans had to sit at the back of the bus but the whites could sit up front. African
Americans could only drink from certain water fountains and could only go to schools
with other African Americans, which were worse than the schools where whites went.
The problem with these laws was that only the white people could vote! There
was a poll tax that African Americans couldn’t pay because they didn’t have enough
money even to get food or nice houses. Because they went to poor schools, they
couldn’t get a very good education to get a better job and make more money, either.
Also, there was a literacy test that even if an African American was smart or had a good
education he couldn’t pass it because it was rigged. The whole system was rigged
because even if you had a good education you couldn’t pass the test, or there was
physical violence when you tried to vote. Then the whites could just vote YES to the
laws they wanted even when they were unfair. The majority of voters ruled, but it
wasn’t all of the people!
Score
Point
Trait/Focus
Focus
3
Organization
Description
Annotation
• Adequately addresses all parts of the
task demonstrating sufficient
understanding of the text(s) The writer
understands the implied meaning of the
text by addressing relationships or
concepts and moving past a literal
interpretation.
• Clear reference to the main idea(s) and
relevant key details of the text(s) to
support the writer’s purpose Main idea
is clearly identified and supported
through writer’s choice of details to
support but writing lacks tone and does
not acknowledge audience.
• Appropriate introduction, development,
and conclusion including appropriate
use of precise language and transitions
Evidence of introduction and conclusion
but the conclusion may be a mere
statement; paragraphs are organized
and mostly retain focused but may drift
All parts of the task have been
addressed. The definition is clear and
the examples chosen to illustrate the
JC laws are relevant.
There is a clear reference to the main
idea: that the laws being enforced
were meant to sustain power and
wealth by favoring a self-selected few.
There is a clear tone and sense of
audience.
The introduction is evident, language
is adequate although not always
precise. Adequate Internal transitions
are evident, however external
transitions between paragraphs would
strengthen the passage. The
conclusion is a mere statement, but
Analysis
Text
Reference
slightly. Transitions between paragraphs
are evident and may be among ideas
within paragraphs, but may not be well
chosen to create flow.
• Clear analysis of explicit and implicit
meanings from text(s) to support
claims, opinions, ideas, and inferences
Clear claim(s) stated with evidence of
text exploration and understanding, but
analysis may just enough to satisfy the
prompt and stated with support that
lacks elaboration.
• Clear reference to the text(s) using
relevant key details, examples, quotes,
facts, and/or definitions Most
elaboration remains in the text although
may wonder at one point; relevant
examples are chosen but may not be
completely articulated.
effective in it’s strength. Nothing
more is needed.
The analysis is clear and well stated,
identifying the voting injustice.
Addressing the injustice of the laws
themselves would strengthen this
piece and provide strengthened
evidence of an in-depth
understanding. The strongest analysis
comes in the last two sentences.
Text references are clear and
adequate.
Score: 2 and 1
No Exemplar
Score
Point
2
Trait/Focus
Focus
Organization
Analysis
Text
Reference
Description
• Inconsistently addresses some parts of the task demonstrating partial
understanding of the text(s). Prompt may not be fully addressed and
understanding conveyed may be literal, but may not reach the inferential
meaning. However, If there is any evidence of understanding even part of the
task, the student may score in this range if the other bullets are in this range.
• Weak reference to the main idea(s) and key details of the text(s) that somewhat
supports the writer’s purpose Look for some link to the main idea with some
support from analysis and text reference (see bullets below)
• Weak introduction, development, and conclusion including inconsistent use of
precise language and transitions Introduction may be as little as one sentence or
as much as two or three. Introduction usually restates the question and states
one or two under developed reasons. There is probably only one paragraph with
a weak conclusion. The piece could be off-task at some point, but if it states
points with reasons, it should be considered within this range.
• Weak or inconsistent analysis of explicit and implicit meanings from text(s) to
somewhat support claims, opinions, ideas, and inferences Look for phrases such
as “because” or “so” followed by some analysis. If even one attempt at analysis is
present, this piece should be scored in the “2” range for this bullet point. Then
consider the range of the other bullet points.
• Vague text reference to the text(s) using some key details, examples, quotes,
facts, and/or definitions Look closely for at least one reference to the text. It can
be as little as a phrase or minimal quote. Coupled with some analysis, the paper
should score within this range.
Focus
1
Organization
Analysis
Text
Reference
• Minimally addresses all parts of the task demonstrating inadequate
understanding of the text(s) The piece could have a great deal of writing but only
retells the story. Without ANY analysis, the paper cannot score above this range.
• Minimal reference to the main idea(s) and insufficient details of the text(s) that
may or may not support the writer’s purpose
• Minimal evidence of introduction, development, and conclusion including few if
any use of precise language and/or
• Insufficient analysis of text(s) that may or may not support claims, opinions,
ideas, and inferences
• Minimal text reference to the main idea or details of the text(s)