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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Plague Doctor This task asks that students source a painting of clothing worn by doctors in the 17th century in order to determine its usefulness in answering the question of what doctors wore when treating patients with the Plague. Students with a sophisticated understanding of how to source a document will be able to explain that the painting is useful in that it is based on information from a person who witnessed the plague in the 17th century. They will also observe, however, that the image might be limited as evidence of what doctors wore, because it is an artist’s interpretation rendered over two centuries after the account was recorded. Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors. |
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The Conservation Movement This task assesses students' ability to contextualize two historical documents and place them in the correct chronological order.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 American environmental movements. Document A is from an interview with Barry Commoner in Scientific American in 1997. Document B is part of an 1894 bill introduced to the House of Representatives. More than just the recall of facts and dates, students must show that they have a broad understanding of how the focus of the environmental movement changed over time and demonstrate the ability to use their knowledge about these changes to place the two documents in context. In this assessment, students who correctly contextualize the documents will see that Document B, which is a bill that proposed the establishment of Yellowstone as the first National Park, was a product of the Progressive Era push to conserve land in the West, and therefore likely written before Document A, which reflects more contemporary concerns about the effects of modern technology on the environment and human health. Resources include PDF downloads of the assessment (with primaary source materials), and a rubric with benchmark descriptors. |
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Source Subject Grade Level |
"Ponzi" Pyramid Schemes This task asks students to examine a pyramid scheme, caluclate the first tier profits, and explain what could go wrong. This task includes: |
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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: |
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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:
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11th Grade U.S. History End-of-Year History Writing Task In the 11th Grade End-of-Year History Writing Task students will respond to the question "To what extent were the “Great Society” programs, begun in 1964, successful?". They will write an essay using a variety of articles, political cartoons, 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. |
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Source Subject Grade Level |
11th Grade U.S. History Mid-Year History Writing Task In the 11th Grade U.S. History Mid-Year History Writing Task students will respond to the question "To what extent were Progressive Era reformers, from 1900 to 1920, successful in making the United States a freer and more humane society?". They will write an essay using a variety of articles, documentary film, map, 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. |
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Source Subject Grade Level |
11th Grade U.S. History Philippine-American War Assessment In the 11th Grade U.S. History Philippine-American War Assessment from 2013-2014, students will respond to the question, "in its war with Spain and expansion into the Philippines, to what extent did the United States demonstrate humanitarian goals and to what extent did it demonstrate concern for its own self-interest?". They will write an essay using articles, speeches, charts, and political cartoons as evidence. This task includes background information and nine documents. This task also includes 38 Support Materials that include:
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11th Grade U.S. History Reconstruction Assessment In the 11th Grade U.S. History Era of Reconstruction Assessment from 2002-2003, students will respond to the question, "How successful was Reconstruction in helping African Americans realize their aspirations?". They will write an essay using primary and secondary sources and images as evidence. This task includes background information, instructions, and nine sources. |
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Source Subject Grade Level |
11th Grade U.S. History Robber Barons vs. Captains of Industry Assessment In the 11th Grade U.S. History Robber Barons vs. Captains of Industry Assessment students will respond to the question, "were 19th century industrialists 'robber barons' who used unfair business practices for their own gain, or were they 'captains of industry' who contributed positively to American society?". They will write an essay using primary and secondary sources, political cartoons, and images as evidence. This task includes background information and nine sources. This ask also includes: |
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