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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Custom Coasters In this task, students will work in groups to create a design portfolio to pitch to a client and design firm. This task includes: |
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Daffodils & Tulips In the Daffodils & Tulips task, students in different parts of the world qwill plant bulbs together and collect data on various parameters (latitude, longitude, sunlight, temperature etc.) and track when they blossom. Classrooms around the world will choose Daffodil and/or Tulip bulbs to plant during the same week in November. Students will be asked to collect temperature data throughout the experiment and report to the group – in addition they will report when the blooms appear etc. The project can be as involved or as simple as the class needs it to be. |
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Daffodils and Tulips In this task, students around the world will plant either tulips of daffodils, record data, and compare when they bloom. This task includes: |
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Daytime Astronomy In this task, students will solve location problems by mapping the path the sun takes from sunrise to sunset. This task includes: |
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Debate Over the League of Nations This task measures students’ ability to source and contextualize a document. Students read a 1919 opinion column from The Evening Missourian. Students must then select the two facts that help them determine whether the opinions expressed in the column were typical or atypical of American attitudes about joining the League of Nations at the time. 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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Declaration of Independence 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 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- and how this might affect its reliability. Students are asked to agree or disagree with a claim regarding the usefulness of a painting for historians who wish to understand the drafting of the Declaration of Independence. Students who understand the importance of when a document was produced will see that this painting is of minimal use for that purpose because it was produced over 50 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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Democracy Then and Now In this task, students will trace the roots of democracy by exploring the purpose and types of government. This task includes: |
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Democracy: Is It for Everybody? In this task, students will examine how historical civilizations have contributed to modern democracy and use their knowledge to come up with ways to continue furthering it. This task includes: |
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Density In this task, students will design and construct a boat out of tin foil to hold as many washers as possible. This task includes: |
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Density In this task (in PALM and in PALS), students must conduct an experiment to observe how density will affect an object's ability to float in water. This task includes: |
If you would like to recommend additional open-sourced performance task banks to be included in the database, or if you would like to report a broken link, please email Pai-rou Chen.
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