Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
The KKK in the 1870's
This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how an 1872 editorial describing the organization of the Ku Klux Klan, and a testimony given before Congress describing Klan intimidation, both support the conclusion that Americans were concerned about the KKK during the 1870's.
Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
The Role of Women
This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how a conservative political cartoon about women's societal roles, and feminist writing by radical feminist Charlotte Perkins Gilman, both support the conclusion that many Americans opposed the shift of women's roles from the private sphere to the public.
Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors. Also included are links to the original primary sources through the Library of Congress.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
The Virginia Company
This task assesses whether students can source and contextualize a document. Students must first examine a report on the progress of the Virginia Company, then determine which fact can help them evaluate the report's reliability. Strong students will be able to explain how the Company's desire to attract new investors (Fact 2) may have led the authors to put a positive spin on life in Virginia.
Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Traders in the West
This task assesses whether students can source and contextualize a document. Students must first examine an account of the interactions between American traders and Native Americans, then determine which facts can help them evaluate the account's reliability. Strong students will be able to explain how Farnham's vested interest in the event (Fact 2) and in gaining territory for the American flag (Fact 3) may have shaped his telling of the incident.
Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Unions in Paterson, New Jersey
This task gauges students' ability to source and contextualize a document. Students first listen to an excerpt from an interview with Marianna Costa, a union leader from Paterson, New Jersey. Students then analyze four historical facts and determine which ones can help discern whether Costa’s account of union accomplishments is historically reliable.
The task includes a range of supplementary materials, all accessible and available for download with the creation of a free account through the site:
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Women's Rights
This task assesses students' ability to contextualize two historical documents and place them in the correct chronological order.
This assessment draws on students' knowledge about changes in women’s rights over time . Document A is excerpted from Betty Friedan's The Feminine Mystique, published in 1963. Document B is from the trial of Susan B. Anthony, who voted illegally in the election of 1872. More than just the recall of facts and dates, students must show that they have a broad understanding of Students must show that they have a broad understanding of how women’s rights changed over time and demonstrate the ability to use knowledge about the past to place the two documents in context.
In this question, students who correctly contextualize the documents will see that Document B (an excerpt from the trial of Susan B. Anthony), which discusses the ban on women’s suffrage, was likely written before Document A (an excerpt from Betty Friedan’s The Feminine Mystique), which describes discontent with post-World War II gender roles.
Resources include PDF downloads of the assessment, a link to primary source materials, and a rubric with benchmark descriptors.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Zulu Chief
This task assesses students’ ability to source, contextualize, and corroborate a photograph of a Zulu Chief by American photographer Frank Carpenter. Students must reason about the content and the circumstances of its creation to evaluate its reliability as evidence. Students also must determine what additional information might help corroborate the evidence in the photograph.
Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors.
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