Please note that many tasks were constructed prior to Common Core and the task alignments to the Common Core State Standards (CCSS) were not identified in the task materials. To search for the performance tasks explicitly aligned to the CCSS, Next Generation Science Standards (NGSS), or College, Career, and Civic Life (C3) Framework for Social Studies State Standards, please go to CCSS, NGSS, and C3 tabs.
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Source Subject Grade Level |
4th Grade RI Standards 4 and 8 The 4th Grade RI Standards 4 and 8 assessment includes two tasks and uses a section from Ellis Island by Judith jango-Cohen. In Task 1, students will determine the meaning of "refuge" and explain what it means in context to the reading. In Task 2, students will write an explanatory essay based on the reading. This assessment includes a rubric. |
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A Great Place to Visit! In this task, students will participate in a community or historical "revitalization" effort by developing a Walking Tour throughout the local town/city in which their school resides (or, alternatively, a museum or monument for a particular historical time period/era). Working in teams of about four, students identify community landmarks that should be included on the walking tour, engage in research surrounding the history of those landmarks using primary and secondary resources, and communicate their findings by writing and recording a narrative that will guide the tour. Additionally, students will create a map on which landmarks will be identified and design an appropriate sign or marker to identify the stops along the tour. Each team may present their plan for a walking tour to members of a guest "Community Revitalization Committee"; one team’s plan may be selected for implementation. The task includes detailed rubrics for Group Participation/norms & expectations, resources for group division of duties, and overall project rubrics and assessment outcomes. |
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American Imperialism This task asks students to source and corroborate an editorial from a Nebraska newspaper about overseas expansion. Question 1 asks students to evaluate whether the passage provides enough evidence to draw conclusions about American attitudes about overseas expansion at the time. To answer this question, students must source the document to determine whether the editorial can be thought of as conclusive evidence. Question 2 asks students to evaluate whether additional documents or missing perspectives could be used to corroborate the document. Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors. |
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Source Subject Grade Level |
Catch the Fever This unit includes an unit overview and 3 subunit overviews with built-in lessons. Unit description from the source: In this unit, students will explore the emergence and impact of communicable diseases on society. Students will investigate the role of microorganisms in causing disease. They will study the impact of a public health infrastructure, along with medical and pharmaceutical advances, on the evolution of microorganisms. |
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Choose You Own Adventure In this task, students will create an interactive Choose Your Own Adventure model by exploring family and state histories to answer the question, "What makes people take a risk?". This task includes: |
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Cyrano's Funk In this task, students will focus on the story Cyrano de Bergerac by Edmund Rostand and fullfill assignments while embodying a chosen character by taking to social media. This task includes: |
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Resilience Cafe In this task, students will explore what it means to be resilient in life through connecting historical stories of resilience with stories from the comunity or even personal stories. This task includes: |
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