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 |
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. |
|
Source Subject Grade Level |
The Lend-Lease Bill In this task, student will write an essay about the Lend-Lease Bill. This task includes: |
|
Source Subject Grade Level |
The Maritime Project In this task, students will explore the history of maritime culture by taking part in multiple field trips to suppliment a Captain's log. This task includes: |
|
Source Subject Grade Level |
The Nutritional Content of Food In this task, students will test whether or not the food samples contain protein or starch. This task includes: |
|
Source Subject Grade Level |
The Real Number System In this task, students must solve four short problems. This task includes: |
|
Source Subject Grade Level |
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. |
|
Source Subject Grade Level |
The Senior Year In this task, multimedia students will create a year long documentary that encompasses the hectic life of senior year. This task includes: |
|
Source Subject Grade Level |
The Teddy Bear Project The The Teddy Bear Project task aims to foster tolerance and understanding of cultures other than your own. After teachers register, the facilitator matches each class with a partner class. the classes send each other a Teddy Bear or other soft toy by airmail through the normal postal system. The "bears" will send back diary messages by email or through the iEARN Teddy Bear Forum at least once a week. The students will write the diary messages from the "bears", pretending they are the visiting bears describing their experiences in the new culture. |
|
Source Subject Grade Level |
The Underground Railroad In this task, students will participate in an online simulation of the Underground Railroad in order to better understand the historical context of the time. This task includes: |
|
Source Subject Grade Level |
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. |
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