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.
| Source | Task |
|---|---|
|
Source Subject Grade Level |
9th Grade End-of-Year History Writing Task In the 9th Grade End-of-Year History Writing Task students will respond to the question "To what extent does gentrification harm or benefit urban communities?". They will write an essay using a variety of articles, videos, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, plan their essay, organize their argument, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
|
Source Subject Grade Level |
9th Grade History Mid-Year History Writing Task In the 9th Grade History Mid-Year History Writing Task students will respond to the question "To what extent does the United States’ prison system rehabilitate or damage the lives of those incarcerated?". They will write an essay using a variety of articles, videos, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, plan their essay, organize their argument, and an argumentative writing checklist. This task also includes: The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
|
Source Subject Grade Level |
10th Grade World History End-of-Year History Writing Task In the 10th Grade World History End-of-Year History Writing Task students will respond to the question "Looking at the time from the Communist Revolution in 1949 to his death in 1976, how successful was Mao Zedong in moving China toward a better society? ". They will write an essay using a variety of articles, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, organize their argument, and a writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
|
Source Subject Grade Level |
10th Grade World History French Revolution Assessment In the 10th Grade World History French Revolution Assessment from 2011-2012, students will respond to the question, "considering the goals of liberty and equality, were the gains of the FrenchRevolution (1789 – 1804) worth the pain it caused?".They will write an essay using primary sources, graphs, images as evidence. This task includes background information and sources. This task also includes:
|
|
Source Subject Grade Level |
10th Grade World History Gandhi's Vision and India Today Assessment In the 10th Grade World History Gandhi's Vision and India Today Assessment from 2012-2013, students will respond to the question, "To what extent does modern India match Gandhi’s vision?". They will write an essay using current news articles and charts and graphs as evidence. This task includes sources, background context, and a rubric. This task also includes: |
|
Source Subject Grade Level |
10th Grade World History Japanese Imperialism Assessment In the 10th Grade World History Japanese Imperialism Assessment from 2010-2011, students will evaluate the motives for Japanese imperialism in the first half of the 20th century. They will write an essay using primary and secondary sources, images, maps, and graphs as evidence. This task includes nine sources. This task also includes:
|
|
Source Subject Grade Level |
10th Grade World History Mid-Year History Writing Task In the 10th Grade World History Mid-Year History Writing Task students will respond to the question "Were the gains of the Industrial Revolution in England from 1780 to 1850 worth the pain that was caused, particularly to the working people of the country?". They will write an essay using a variety of articles, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, plan their essay, organize their argument, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
|
Source Subject Grade Level |
10th Grade World History South Africa Assessment In the 10th Grade World History South Africa Assessment from 2003-2004, students will respond to the question, "Was the Truth and Reconciliation Commission helpful in overcoming the problems created by apartheid in South Africa?". They will write an essay using articles, graphs, and radio transcriptions as evidence. This task includes an introduction, background information, instructions, twelve sources, and a cover image. |
|
Source Subject Grade Level |
11th Grade U.S. History Carnegie Assessment In the 11th Grade U.S. History Carnegie Assessment from 2012-2013, students will respond to the question, "Is Andrew Carnegie an American hero?". The will write an essay using primary and secondary sources, charts, graphs, political cartoons, and images as their evidence. This task includes nine source documents. This task also includes: |
|
Source Subject Grade Level |
11th Grade U.S. History Civil Rights Movement Assessment In the 11th Grade U.S. History Civil Rights Movement Assessment from 2012-2013, students will respond to the prompt, "given the racism that existed throughout the country during the 1950s and1960s, evaluate the various approaches used by different activists in attempts to attain equality for African Americans". They will write an essay using articles, letters, images, and political cartoons as evidence. This task includes background information, nine source documents, and a rubric. This task also includes 109 Support Materials:
|
If you would like to recommend additional open-sourced performance task banks to be included in the database, or if you would like to report a broken link, please email Pai-rou Chen.
© Stanford University, Stanford, California 94305
