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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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's the Big Idea??? In this task, students will explore what makes a business and its products successful and then come up with their own "big idea' product. This task includes: |
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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Women's Rights This task assesses students' ability to contextualize two historical documents and place them in the correct chronological order.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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World We Live in/ Мир, в котором мы живем In the World We Live in/ Мир, в котором мы живем task, students will discuss the world and environment they live in and how to improve it according to the Sustainable Development Goals with students from different countries. They will share their thoughts, ideas with each other by answering the questions suggested during the discussion as well as by exchanging essays, and sharing pictures and photos |
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World of Conflict In this task, students will explore various levels of conflict around the world. This task includes: |
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Write On The Write On task is focused on developing students' writing skills in four domains of writing: Persuasive, Expository, Narrative and Descriptive. Emphasis is placed on the importance of clear and thoughtful writing. Students are encouraged to share their reflections or reviews on any shared article or book they have read, and invite others to discuss these writings. In addition, students can use a news article or heading/caption of the news article as a debate prompt, and can invite others to add comic writing by adding dialogues in blank speech bubble. |
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