Ms. Cannistraci Name:_____________Date:________You must complete one of the following essays on the Roles of Individuals in History. You may choose whichever one you wish. When you answer the essay please circle the essay you chose to answer.

Please remember to review the rubric.

The Following Essays Address the Role of Individuals in History. These individuals brought about change in their country or region, inspired cultural and intellectual life in their country or led to political change.

THEMATIC ESSAY QUESTIONDirections: Write a well-organized essay that includes an introduction, several paragraphs addressing the taskbelow, and a conclusion.Theme: Change — IdeasThe ideas of individuals have had a significant influence on groups, nations,and regions.Task:Select two individuals and for each• Explain a specific idea developed by the individual• Describe the historical circumstances that surrounded the development ofthe idea• Discuss how the idea influenced a group or a nation or a regionYou may use any individual whose ideas had a significant influence from your study of global history. Some suggestions you might wish to consider include Confucius, Niccolò Machiavelli, Galileo Galilei, John Locke, Simón Bolívar, Karl Marx, Kemal Atatürk, Nelson Mandela, Deng Xiaoping, and Mikhail Gorbachev.You are not limited to these suggestions.Do not write about any individual from the United States in your answer.

Theme: Culture and Intellectual Life

Intellectuals, philosophers, and leaders have often recorded their ideas in written works. These ideas have been used throughout history to guide societies and influence the course of national and regional development.Task:Select two intellectuals, philosophers, and/or leaders and writing associatedwith that person and for each• Describe the historical circumstances surrounding this writing• Describe a main idea found in this writing• Discuss how this idea has influenced the development of a nation or regionYou may use any intellectuals, philosophers, or leaders from your study of global history.Some suggestions you might wish to consider include:Bartolomé de las Casas—Brief Report on the Destruction of the IndiansMartin Luther—Ninety-five ThesesJohn Locke—Two Treatises on GovernmentOlympe de Gouges—The Declaration of the Rights of WomanKarl Marx—Communist ManifestoTheodor Herzl—On the Jewish StateAdolf Hitler—Mein KampfMao Zedong—Little Red BookNelson Mandela—Long Walk to FreedomYou are not limited to these suggestions.Do not use any intellectual, philosopher, or leader from the United States in your answer.

Theme: Political ChangeOften, governments implement policies in an attempt to change society.Task:Choose one example from global history where a government attempted to change society and• Describe the change the government wanted to bring about• Explain why the government wanted to make this change• Describe one specific policy the government used to try to bring about this change• Discuss the extent to which this change was achieved

You may use any example of governmental change from your study of global history. Some suggestions you might wish to consider include efforts to strengthen the Empire of Mali under Mansa Musa, Reformation inEngland under Henry VIII, westernization of Russia under Peter the Great, Reign of Terror during the French Revolution under Robespierre, Meiji Restoration in Japan under the Emperor Meiji, modernization of Turkey under Atatürk, five-year plans in the Soviet Union under Joseph Stalin, fascism in Italy under Benito Mussolini, and oil policies in Venezuela under Hugo Chávez, communism under Mao Zedong or Deng XiaopingYou are not limited to these suggestions.

Theme: ChangeThe ideas and beliefs of philosophers and leaders have led to changes in nations and regions.Task:Choose two philosophers and/or leaders and for each• Explain a major idea or belief of that philosopher or leader• Discuss how that idea or belief changed one nation or regionYou may use any philosophers or leaders from your study of global history. Some suggestions you might wish to consider include Confucius, John Locke, Adam Smith, Simón Bolívar, Otto von Bismarck, Vladimir Lenin, Mohandas Gandhi, Mao Zedong, Fidel Castro, or Nelson Mandela.You are not limited to these suggestions.Do not use a philosopher or leader from the United States in your answer.

Theme: ChangeThroughout history, the actions of leaders have changed the society in which they lived.Task:Identify two leaders who changed the society in which they lived and for each• Describe one situation the leader attempted to change• Describe one action the leader took to change this situation• Discuss the impact of that action on the society in which the leader livedYou may use any leader from your study of global history and geography.Some suggestions you might wish to consider include

Martin Luther, Queen Elizabeth I, Toussaint L’Ouverture, Napoleon Bonaparte, Simón Bolívar, Otto von Bismarck, Mohandas Gandhi, Mao Zedong, Ho Chi Minh,Fidel Castro, and Nelson Mandela.You are not limited to these suggestions.

Revised Generic Scoring Rubric - Appendix A

Appendix A: Revised Thematic Essay Generic Scoring Rubric (February 2004)

Score of 5:

Thoroughly develops all aspects of the task evenly and in depth Is more analytical than descriptive (analyzes, evaluates, and/or creates* information) Richly supports the theme with many 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

Score of 4:

Develops all aspects of the task but may do so somewhat unevenly Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates

information) 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

Score of 3:

Develops all aspects of the task with little depth or develops most aspects of the task in some depth

Is more descriptive than analytical (applies, may analyze, and/or evaluate information) Includes some relevant facts, examples, and details; may include some minor

inaccuracies Demonstrates a satisfactory plan of organization; includes an introduction and a

conclusion that may be a restatement of the theme

Score of 2:

Minimally develops all aspects of the task or develops some aspects of the task in some depth

Is primarily descriptive; may include faulty, weak, or isolated application or analysis Includes few relevant facts, examples, and details; may include some inaccuracies

Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 1:

Minimally develops some aspects of the task Is descriptive; may lack understanding, application, or analysis Includes few relevant facts, examples, or details; may include inaccuracies May demonstrate a weakness in organization; may lack focus; may contain digressions;

may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 0:

Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is illegible; OR is a blank paper

* The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a level 5 paper will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating information as defined by Anderson and Krathwohl.

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