Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
John Brown
This task measures students’ ability to source a document. This assessment gauges whether students understand an important aspect of sourcing: the time elapsed between when a document was produced and the event that it depicts. The question asks students to agree or disagree with a claim regarding the usefulness of a painting for understanding the circumstances of John Brown's execution in 1859, then support their answer with reasons and evidence.
Students who understand the importance of when a document was produced will see that the painting is of little use to historians who wish to understand the immediate circumstances of John Brown's execution in 1859 because it was produced over 10 years later.
The task includes a range of supplementary materials, all accessible and available for download with the creation of a free account through the site:
|
Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
John Brown's Legacy
This task gauges students' ability to source and contextualize a document. Students must first source a playbill, determining when it was created and by whom. Students then select facts that might provide the most relevant historical context in order to determine the authors' motivation, and explain how the facts might shed light on why the authors wrote the play.
The task includes a range of supplementary materials, all accessible and available for download with the creation of a free account through the site:
|
Source The Reading and Writing Project
Subject English Language Arts
Grade Level K |
Kindergarten Common Core Assessment
The Kindergarten Common Core Assessment includes two tasks and will be completed twice, once as a pre-assessment and once as a post-assessment. In Task 1, students will listen to a story read aloud and think about the information they learned. They will then use writing and drawing to help them remember the important details. In Task 2, students will create an information book using what they learned from the reading.
This task includes Amazing Plants page 1, 2, 3, Colorful Plants, and a rubric.
|
Source The Reading and Writing Project
Subject English Language Arts
Grade Level K |
Kindergarten Standards 4 and 8 Assessment
The Kindergarten Standards 4 and 8 Assessment includes two tasks and uses We Need Water by Helen Frost. In Task 1, students will listen to the story read aloud and then discuss what they learned. They will then ask and answer questions about an unknown word. In Task 2, students will write an information book that teaches the reasons the author gives for why we need water.
This assessment includes a rubric.
|
Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Labor History
In this task, students are assessed to their ability to contextualize two documents and place them in the correct chronological order.
In this assessment, students who correctly contextualize the documents will see that Document A, which describes the President deploying troops to quell labor unrest, was likely written before Document B, which discusses gains made later in the labor movement, like collective bargaining and the notion of workers’ rights.
More than just the recall of facts and dates, students must show that they have a broad understanding of how the labor movement changed over time and demonstrate the ability to use knowledge about the past to place the historical documents in present context.
Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors.
|
Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Labor Movement in the 1930's
This task measures students’ ability to source and contextualize a document. Students read an excerpt from a 1994 interview with labor organizer Marianna Costa. Students must then select the two facts that help them determine whether Costa’s experience in the labor movement was typical or atypical of the experiences of most textile workers in the 1930s.
Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors.
|
Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Lange's Iconic Photograph
This task gauges students’ ability to source, contextualize, and corroborate a document. Students must consider how the context surrounding the creation of Lange’s iconic photograph affects its reliability as historical evidence of Dust Bowl life. Students must also analyze the photograph to determine how the content of the image might also affect its reliability. Finally, students are asked to determine missing information/perspective that would better help them evaluate the reliability of the document.
The task includes a range of supplementary materials, many available for download with the creation of a free account:
|
Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Louis XVI
This task requires students to consider the relative strengths and weaknesses of a document as historical evidence. Students with a sophisticated understanding of how to source a document will be able to explain that Jefferson's memoir is useful as evidence of Jefferson's thoughts on Louis XVI's leadership and his observations while in France. They will also observe that Jefferson's memoir was written many years after his time in France, making it less useful as specific evidence about Louis XVI's leadership.
Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors.
|
Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Lynching Controversy
This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how an anti-lynching pamphlet written by activist Ida B. Wells, and an excerpt from the front page of a Florida newspaper article justifying lynching, both support the conclusion that many Americans opposed the practice.
Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors.
|
Source PBL University (PBLU)
Subject Mathematics, History/Social Studies, English Language Arts, Interdisciplinary
Grade Level 2 |
Make A Difference
In this task, students must work together to plan a task they can do for the community. Performing this with a partnering organization, students will collect data on the impact of their task and present in a public setting.
This task includes:
1.Task Overview
2.Teacher Materials
3.Students Handouts
4.Scoring Rubric
|