Score Point

Description

4

• The student extensively describes the democratic principles that influenced the Declaration of the Rights of Man.
• The student provides 2 accurate and appropriate examples that demonstrate his/her extensive knowledge of how the principles of the Declaration of the Rights of Man are practiced today.
• The student communicates in an organized way and uses of extensive detail.

3

• The student broadly describes the democratic principles that influenced the Declaration of the Rights of Man.
• The student provides 2 accurate and examples that demonstrate his/her broad knowledge of how the principles of the Declaration of the Rights of Man are practiced today.
• The student communicates in an organized way using and uses broad detail.

2

• The student describes the democratic principles that influenced the Declaration of the Rights of Man in a basic way.
• The student provides 1 example that demonstrates a basic knowledge of how the principles of the Declaration of the Rights of Man are practiced today.
• The student does not communicate in an organized way and provides little detail.

1

• The student demonstrates minimal and/or incorrect knowledge about the democratic principles that influenced the Declaration of the Rights of Man.
• The student provides 1 example that demonstrates a minimal understanding of how the principles of the Declaration of the Rights of Man are practiced today.
• The student does not communicate in an organized way, and includes inaccurate information.

0

• Response is totally incorrect or irrelevant.

Blank

• No response.

Score Point

Description

4

• The student describes the basic ideals of 3 major religions using extensive details.
• The student provides two reasons for each religion explaining to why people would find the basic beliefs attractive. Extensive detail is used.
• The student communicates in an organized way.

3

• The student describes the basic beliefs of 3 religions demonstrating a broad understanding of the basic ideals of each religion.
• The student provides two reasons for each religion explaining why people would find each one attractive. A broad understanding of the concept is demonstrated.
• The student communicates in an organized way using broad details.

2

• The student describes the basic beliefs of 2 major religions and demonstrating a limited understanding of each religion.
• The student one reason for each religion demonstrating a basic understanding why people find the2 religions attractive.
• The student does not communicate in an organized way, and provides little detail.

1

• The student describes only 1 major religion demonstrating a minimal understanding of the religion.
• The student does not explain why people would find religion attractive.
• The student communicates poorly, and includes inaccurate information.

0

• Response is totally incorrect or irrelevant.

Blank

• No response.

Score Point

Description

4

• The student describes, using extensive detail, a creative but plausible solution the Colombian government could try to help the coffee farmers and the country’s economy.
• The student explains, using extensive detail, 2 possible effects the coffee blight could have on coffee drinkers.
• The student communicates in an organized way.

3

• The student gives a broad description of a plausible solution the Colombian government could try to help the coffee farmers and the country’s economy.
• The student explains, using broad detail, 2 possible effects the coffee blight could have on coffee drinkers.
• The student communicates in an organized way using information that is accurate.

2

• The student gives a basic description of a solution the Colombian government could try to help coffee growers or the economy.
• The student explains, using basic detail one effect the coffee blight could have on coffee drinkers.
• The student does not communicate in an organized way and provides little detail.

1

• The student describes a solution that is not plausible demonstrating a minimal understanding of the economic problems faced by the Colombian coffee farmers and government.
• The student describes one effect the coffee blight could have on coffee drinkers that is not appropriate.
• The student does not communicate in an organize way, and includes inaccurate information.

0

• Response is totally incorrect or irrelevant.

Blank

• No response.

Score Point

Description

4

• The student describes 3 specific geographic features of Africa using extensive detail.
• The student explains how each feature influenced the development of Africa using extensive detail and appropriate examples.
• The student communicates in an organized way.

3

• The student describes 3 specific geographic features providing a broad description of each feature.
• The student provides a broad explanation how each feature influenced the development of Africa.
• The student communicates in an organized way.

2

• The student describes 2 geographic features demonstrating a basic knowledge of how each feature.
• The student provides a basic explanation of how each feature influenced the development of Africa.
• The student does not communicate in an organized way and provides little detail.

1

• The student describes 1 general geographic feature using minimal detail.
• The student provides a minimal explanation of how the feature affected the development of Africa.
• The student does not communicate in an organized way, and includes inaccurate information.

0

• Response is totally incorrect or irrelevant.

Blank

• No response.

Score Point

Description

4

• The student compares the causes of the three revolutions using extensive detail.
• The student compares the causes of one of the revolutions with a modern day revolution using extensive detail.
• The student communicates in an organized way.

3

• The student compares the causes of the three revolutions using broad detail.
• The student compares the causes of one of the revolutions with the causes of a modern day revolution using broad details.
• The student communicates in an organized way.

2

• The student compares 2 revolutions demonstrating only a basic understanding of the causes.
• The student does not compare one of the revolutions to a modern day revolution.
• The student does not communicate in an organized way and used only basic detail.

1

• The student compares two revolutions using minimal detail.
• The student does not compare a revolution to a modern day revolution.
• The student does not communicate in an organized way, and includes inaccurate information.

0

• Response is totally incorrect or irrelevant.

Blank

• No response.