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's Your Issue? In this task, students will create a presentation that will increase citizen participation in highlighting the affects of major West Virginia industries. This task includes: |
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Where Rubber Meets Road In this task, students will experiment with the amount of force needed to begin two blocks moving on a strip of asphalt. This task includes: |
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Who Has the Power? In this task, students will research gas drilling processes and create an informative presentation. This task includes: |
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Will I Stay or Will I Leave? In this task, students will act as city planners and gather information to create a presentation on how to address future career growth. 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Women's Rights This task assesses students' ability to contextualize two historical documents and place them in the correct chronological order.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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You Be the Author In this task, students will explore what three events they would write into a textbook on the First World War and create an outline to be sent to the publisher. This task includes: |
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You Gotta Get This! (Co-teaching PBL) In this task, students will create a marketing campaign for a re-invented product to be presented. This task includes: |
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Your Birthday in History In this task, students will research BC history and discover events that coincide with their birthdays. This will culminate in a Fair presentation. This task includes: |
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Zulu Chief This task assesses students’ ability to source, contextualize, and corroborate a photograph of a Zulu Chief by American photographer Frank Carpenter. Students must reason about the content and the circumstances of its creation to evaluate its reliability as evidence. Students also must determine what additional information might help corroborate the evidence in the photograph. 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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