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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School Uniform Exchange In the School Uniform Exchange, students will talk about their school uniform tokens, histories, inner cultures, and exchange school activities. This task allows for cultural exchange and communication among students from all over the world. It will help students realize the importance of their value and the spirit of their school, country, and share with others their inner exploration. This task includes several possible classroom activities. |
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Schooling Then and Now In this task, students will study primary documents in order to help them compare and contrast 19th century schooling to modern day. This task includes: |
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Seed Growth In this task, students will explore how seed growth is effected by variables. This task includes: |
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Self Exploration Through Yoga, Art, and Writing-Intersession In this task, students will participate in daily yoga and read the book Esparanza Rising. They will then create a blog to aid as a reflection journal about all the activities they are taking place in. This task includes: |
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Sesame Treat for Our Street In this task, students will explore how writing can have a positive influence by working alongside fellow students of all ages in creating a puppet show that will teach about cross-cultural acceptance. This task includes: |
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Seven Years' War This task assesses whether students can source and contextualize a document. Students must first examine an 1870s image of French General Louis-Joseph de Montcalm and then determine which fact can help them evaluate the reliability of the drawing as evidence of what happened at Fort William Henry. Strong students will be able to explain how prevailing attitudes about Native Americans (Fact 1) could affect how an artist depicts the past. Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors. |
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Seville Quran This task assesses students' knowledge of the time period of Muslim presence in Europe (1200’s)—but rather than measure rote recall of decontextualized facts, this assessment requires students to make connections across time and construct an argument about how events are connected. Students with a strong understanding of the past will explain that the fact the featured source—the Quran—was made in Seville, points to the Islamic presence in the city in 1226. As an Islamic city in Iberia, it was the target of the Reconquista, which was raging at the time this Quran was completed. A strong response to the second question in this task might explain that in the 8th century, the Umayyad Caliphate expanded to Seville and beyond, establishing Islam as the dominant religion in Seville for centuries to come. Resources available for this task include downloadable PDF versions of both the assessment with source materials, as well as the Rubric containing benchmark descriptors. |
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Significance of the Battle of Detroit In this task, students will use role-playing to explore the circumstances that led to the Battle of Detroit. This task includes: |
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Significance of the War of 1812 In this task, students will gather context on the War of 1812 by reviewing other historical events in Canadian history. This task includes: |
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Signing of the Mayflower Compact This task measures students’ ability to source a document. When historians interpret a document, they first look to find out who wrote it and when. This information presents important clues about whether the document provides reliable evidence about the past. This assessment gauges whether students understand an important aspect of sourcing: the time elapsed between when a document was produced and the event that it depicts. Students who understand the importance of when a document was produced will see that this painting offers limited evidence to historians who wish to understand the signing of the Mayflower Compact because it was produced over 200 years after the event. The task includes a range of supplementary materials, all accessible and available for download with the creation of a free account through the site:
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