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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A Call to Action In this task, students will work in groups to research issues of public concern and then present to the class why their topic should be chosen as a civil responsibility. This task includes: |
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A Cartoon Role Model In A Cartoon Role Model students will describe positive and negative role model characteristics; demonstrate the strategy role model used to deal with stress (peer pressure, eustress and distress). This task includes:
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A Cut Above the Rest In this task, students will explore the relationship between a pair of scissors and the Law of Conservation of Energy. This task includes: |
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A Golden Crown? This task uses ratios and proportional relationships to determine if the King's crown is made of solid gold. This task includes: |
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A Great Place to Visit! In this task, students will participate in a community or historical "revitalization" effort by developing a Walking Tour throughout the local town/city in which their school resides (or, alternatively, a museum or monument for a particular historical time period/era). Working in teams of about four, students identify community landmarks that should be included on the walking tour, engage in research surrounding the history of those landmarks using primary and secondary resources, and communicate their findings by writing and recording a narrative that will guide the tour. Additionally, students will create a map on which landmarks will be identified and design an appropriate sign or marker to identify the stops along the tour. Each team may present their plan for a walking tour to members of a guest "Community Revitalization Committee"; one team’s plan may be selected for implementation. The task includes detailed rubrics for Group Participation/norms & expectations, resources for group division of duties, and overall project rubrics and assessment outcomes. |
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A Hero In My Eyes In this task, students will represent someone in their life whom they consider a hero through the use of text and photography. This project includes: |
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A Human Rights Timeline In this task, students will research and use court cases to explore the shaping of Canadian human rights. This task includes: |
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A Just War? In this task, students will determine if the War of 1812 was justified from the perspective of the American's declaring war. This task includes: |
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A Letter to the Publisher In A Letter to the Publisher students will identify negative messages (relating to body image, peer pressure, etc.) contained in advertisements; describe changes that could be made to advertisements that would result in a positive effect. This task includes:
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A Perspective on Slavery This task requires students to weigh the values and limitations of a document as historical evidence, as it relates to conditions slaves faced in the United States. Students well-versed in sourcing a document will be able to explain that the account of Henry Nelson, a son of former slaves, is useful in that it was informed by his parents whom, again, were slaves at the end of the Civil War. Students will also point out, however, that Nelson was offering second-hand information, making his interview less useful as specific evidence of the conditions facing slaves at the end of the war. Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors. |
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