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Breadcrumb

  1. History Assessments
  2. Sourcing
  3. 1900s
  4. Iranian Constitutional Revolution
Topic: World History
Historical Skills: Sourcing, Corroboration
Time Period: 1900s
  • Assessment
  • Rubric

Alternative Versions of Assessment

  • Morale after Fredericksburg
  • 1877 Railroad Strike
  • Japanese Incarceration
  • Anarchism and the Haymarket Affair
  • American Imperialism
  • African American Workers

Iranian Constitutional Revolution

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.

Download Materials

Iranian Constitutional Revolution Assessment Register or Log in to download
Iranian Constitutional Revolution Rubric Register or Log in to download
The Strangling of Persia - World Digital Library Register or Log in to access

Alternative Versions of Assessment

  • Morale after Fredericksburg

    View assessment
  • 1877 Railroad Strike

    View assessment
  • Japanese Incarceration

    View assessment
  • Anarchism and the Haymarket Affair

    View assessment
  • American Imperialism

    View assessment
  • African American Workers

    African American Workers

    View assessment
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