To answer this question correctly, students must first explain why one American diplomat’s perspective alone is not enough to draw conclusions about the effects of the Majlis on Iran. They then must determine whether each of three documents could be used to corroborate Shuster’s account.
Level: Proficient
Question 1
Student explains that Shuster’s account offers only one perspective on the effect of the Majlis.
Question 2
a. Student rejects the source and explains that a photograph showing the Majlis would provide little evidence to support Shuster’s claims about its effects on Iranian society.
b. Student explains how the transcript would support Shuster’s assertion that the Majlis worked to reduce corruption in Iran.
c. Student rejects the source and explains that the letter was written before the establishment of the Majlis and thus would not provide evidence about the effects of the Majlis on Iranian society.
Level: Emergent
Question 1
Stu dent shows some understanding of the limits of using Shuster’s account but does not provide a full explanation.
Question 2
a. Student rejects the editorial but provides only a partial explanation of the problems of using it to Shuster’s claims.
b. Student correctly notes that the transcript would support Shuster’s account but does not provide a complete explanation as to why.
c. Student rejects the source but provides only a partial explanation of why it does not support Shuster’s claims.
Level: Basic
Question 1
Student does not identify the limitations of using Shuster’s account.
Question 1
a. Student does not reject the source or provides an unclear explanation.
b. Student rejects the source or provides an unclear explanation.
c. Student does not reject the source or provides an unclear explanation.
