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Please use the space below to write your response(s) to the writing assignment provided by your
teacher. If there are multiple tasks to the question, please clearly label the number or letter of each
task in the column to the left of your answers. If you need additional pages for your response, your
teacher can provide them.
Please write the name of the writing assignment here: _____________________________________
Task
Answer Key
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57)
Rubric ID: 100
Rubric Definition/Scoring Criteria:
Scoring Criteria
The Jungle was effective propaganda because:
 its descriptions of conditions in meatpacking plants were so appalling and revolting
that the public demanded an immediate cleanup of the meatpacking industry.
 it served as a catalyst for the passage of the Meat Inspection Act and the Pure
Food and Drug Act.
 it promoted increased awareness of serious food-related health issues and
fostered support for increased government oversight of food production industries.
The Jungle was ineffective propaganda because:
 Sinclair had hoped that readers would choose to support government control of
industry and identify with the plight of workers, but readers were much more
concerned about the possible consumption of tubercular beef and other adulterated
foods.
 Sinclair’s intention remained unfulfilled, i.e., "I aimed at the public's heart, and by
accident I hit it in the stomach." By this Sinclair meant that he won many converts to
the idea of meat inspection but comparatively few to socialism.
Rubric Definition:
U.S. History Rubric: Analysis
4 A response at this level provides evidence of thorough knowledge and
understanding of the subject matter.
 The response demonstrates thoughtful interpretation and/or analysis of
the topic.
 The response provides insightful explanation of the topic, effectively using
relevant and accurate facts, examples, and details.
 The response effectively conveys knowledge and ideas.
3 A response at this level provides evidence of competent knowledge and
understanding of the subject matter.
 The response demonstrates reasonable interpretation and/or analysis of
the topic.
 The response provides sufficient explanation of the topic, appropriately
using generally accurate facts, examples, and details.
 The response adequately conveys knowledge and ideas.
2 A response at this level provides evidence of basic knowledge and
understanding of the subject matter.
 The response demonstrates incomplete or inconsistent interpretation
and/or analysis of the topic.
 The response provides some explanation of the topic. Facts, examples,
and details included are partially correct, though a few may be incorrect or
lack depth.
 The response conveys knowledge and ideas somewhat unclearly.
1 A response at this level provides evidence of minimal knowledge and
understanding of the subject matter.
 The response demonstrates little or no interpretation and/or analysis of the
topic.
 The response provides little or no explanation of the topic. Facts,
examples, and details included are mostly incorrect or lack depth.
 The response conveys knowledge and ideas in a manner that is unclear
and/or impedes understanding.
0 A response at this level is not scorable.
 The response is off-topic, blank, hostile, or otherwise not scorable.
58)
Rubric ID: 099
Rubric Definition/Scoring Criteria:
Scoring Criteria
Students will explain the meaning of the caption “The Last Few Buttons are Always
the Hardest”.
Students will explain the cartoonist’s point of view on the women’s suffrage
movement, using at least TWO specific details from the cartoon to support your
answer.
Meaning of “The Last Few Buttons are Always the Hardest”
Despite limited success in gaining political rights for women in the early 20th
century, the leaders of the women’s suffrage movement faced constant obstacles
to national suffrage; specifically, the ratification of the Nineteenth Amendment.
Point of view and details
The woman in the dress represents the suffrage movement.
The buttons represent various state legislatures.
Her difficulty in buttoning the dress represents the difficulty in accomplishing the
ultimate goal of ratification of the Nineteenth Amendment. In addition to a
national amendment, women suffragists also tried to convince state legislatures
to grant voting rights to women.
Rubric Definition:
Rub034
U.S. History Rubric: Visual Stimulus
3 A response at this level provides evidence of thorough knowledge and
understanding of the subject matter.
 The response demonstrates thoughtful analysis of the prompt topic that
effectively supports logical conclusions or interpretations.
 The response provides insightful explanation of the prompt topic,
effectively using accurate content and details with no significant errors or
misconceptions.
 The response effectively conveys knowledge and ideas.
2 A response at this level provides evidence of basic knowledge and
understanding of the subject matter.
 The response demonstrates incomplete or inconsistent analysis of the
prompt topic that may not support logical conclusions or interpretations.
 The response provides some explanation of the prompt topic using
partially correct content and details that may contain a few errors or
misconceptions.
 The response adequately conveys knowledge and ideas, but portions of
the response may lack coherence.
1 A response at this level provides evidence of minimal knowledge and
understanding of the subject matter.
 The response demonstrates little or no analysis of the prompt topic to
support logical conclusions or interpretations.
 The response provides little or no explanation of the prompt topic using
incorrect and/or incomplete content/details which contain significant errors
or misconceptions.
 The response conveys knowledge and ideas in a manner that is unclear
and/or impedes understanding.
0 A response at this level is not scorable.
 The response is off-topic, blank, hostile, or otherwise not scorable.
59)
Rubric ID: 103
Rubric Definition/Scoring Criteria:
Scoring Criteria
Students will identify the issues that led to “cries of distress” among Populists.
Students will summarize the “readjustments” Populists demanded, addressing TWO of
the following:
 Money or monetary policy
 Transportation or communication
 Government or elections
Students will use at least TWO details from the speech to support their response.
Issues leading to “cries of distress”:

Discriminatory railroad rates that worked against farmers

Unfavorable tariffs

The indifference of the two major political parties to the people’s plight and their
“cries of distress”
Specifically:

unequal railroad freight/shipping charges that favored the “middle man” and
big industrial shippers and worked against the farmers

devastating protective tariffs that raised farmers’ costs (making the
equipment they needed far more expensive)

the failure of the government to regulate corporations that contributed to and
generally caused the problems associated with inadequate currency and the
difficulty of obtaining credit
In summary, farmers were convinced that the “money power” was allied against them.
This led to the formation of groups such as the Grange and the Farmers’ Alliance. The
collective membership of these and other similar rural interest groups comprised the
Populist Party, which was also supported by the Knights of Labor.
Readjustments the Populist Party sought to implement:
The Populist Party Platform (1892) provided the most concise summary of Populist
demands and includes changes in the following areas:
Monetary policy:

A national currency that is safe, sound, flexible, issued by the federal government
only, and considered fully legal tender for all debts, both public and private

Free and unlimited coinage of silver and gold

A graduated income tax
Corporate power:

Public (government) ownership and operation, in the interest of the people, of the
railroads, telegraph, and telephone
Electoral process:
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Direct election of senators

A secret ballot

Initiative and recall, among other electoral reforms
Details:
Details will vary. Students should integrate TWO details from the speech that are
relevant in support of their points. For example, students may substantiate Populists’
claim concerning government ownership of some industries with references to the
senator’s derision of “money power,” “gigantic corporations” and, in their view, their
“politics of plunder.”
Rubric Definition:
U.S. History Rubric: Analysis
4 A response at this level provides evidence of thorough knowledge and
understanding of the subject matter.
 The response demonstrates thoughtful interpretation and/or analysis of
the topic.
 The response provides insightful explanation of the topic, effectively using
relevant and accurate facts, examples, and details.
 The response effectively conveys knowledge and ideas.
3 A response at this level provides evidence of competent knowledge and
understanding of the subject matter.
 The response demonstrates reasonable interpretation and/or analysis of
the topic.
 The response provides sufficient explanation of the topic, appropriately
using generally accurate facts, examples, and details.
 The response adequately conveys knowledge and ideas.
2 A response at this level provides evidence of basic knowledge and
understanding of the subject matter.
 The response demonstrates incomplete or inconsistent interpretation
and/or analysis of the topic.
 The response provides some explanation of the topic. Facts, examples,
and details included are partially correct, though a few may be incorrect or
lack depth.
 The response conveys knowledge and ideas somewhat unclearly.
1 A response at this level provides evidence of minimal knowledge and
understanding of the subject matter.
 The response demonstrates little or no interpretation and/or analysis of the
topic.
 The response provides little or no explanation of the topic. Facts,
examples, and details included are mostly incorrect or lack depth.
 The response conveys knowledge and ideas in a manner that is unclear
and/or impedes understanding.
0 A response at this level is not scorable.
 The response is off-topic, blank, hostile, or otherwise not scorable.