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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Waterways for Peace: A Study of the Middle East In this task, students will work in groups to examine the Middle Eastern countries' methodological approaches to running a country and create strategies to create a more peaceful and sustainable society. This task includes: |
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Welcome to Our School In Welcome to Our School students will identify forms of harassment and describe strategies for dealing with each in addition to sources of help; describe disease prevention strategies related to spread of communicable diseases and how they would be practiced; describe health and fitness goals and how they might help keep students physically fit. This task includes:
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What Should We Remember? In this task, students will investigate what events are historically significant from the War of 1812 and should be remembered. This task includes: |
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What Will the Future Bring? In this task, students will investigate populations changes and determine what kinds of businesses should be built in their chosen area. This task includes: |
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Which Path for Me? The Which Path for Me? unit includes an introduction, the learning focus, 3 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Which path for me? students research career paths and identify possible careers that match their skills and interests. They then research their chosen career path and present their research as a report. In completing this unit, students identify the education and training requirements for their chosen career path, select suitable resources and technologies to assist with their research, and use subject-specific language and conventions to communicate their findings effectively. |
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Whose Land Is This? In this task, students will explore the pressure and its consequences on the First Nations territory between 1763 and 1814. This task includes: |
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Wig-Wag In this task, students will investigate how different weights effect a wig-wag apparatus. This task includes: |
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Wind The Wind task is part of the Atmosphere Unit from Global Learning and Observations to Benefit the Environment (GLOBE). In this task, students will use GLOBE visualizations to display student data on maps and to learn about seasonal changes in regional and global temperature patterns. They will measure temperature change in soil, water and air as they are exposed to the heating action of the sun. Students will use GLOBE data and graphing tools to compare the influence of latitude, elevation, and geography on seasonal patterns. This task includes:
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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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World War I Advertising 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 the Kodak advertisement is useful in that it provides indirect information about the lives of soldiers and how they were able to communicate with family at the time. They will also point out that this image was created for the purposes of an advertisement, making it less useful as specific evidence of what life was like for U.S. soldiers. Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors. |
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