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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Lynching Controversy This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how an anti-lynching pamphlet written by activist Ida B. Wells, and an excerpt from the front page of a Florida newspaper article justifying lynching, both support the conclusion that many Americans opposed the practice. Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors. |
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Marriage Customs Around the World In this task, students will exchange marriage customs from their cultures to gain insight into marriage practices around the world and explore the roles of behavior and tolerance. This task includes: |
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Marriage Customs Around the World In the Marriage Customs Around the World task, students will learn about marriage customs all over the world. Students will compare and contrast various marriage customs. Through this project students will arise awareness and understanding about other cultures and know more about other people behavior to achieve tolerance. |
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Medicine in My Backyard In the Medicine in My Backyard task, students will play the role of ethno-botanists to investigate medicinal plants in their communities and read poetry written more than 900 years ago that helps reveal the healing power of plants. Students will gain an awareness of the important purposes of medicinal plants by collecting stories from their communities on how humans have traditionally lived with plants. They will let the (local and global) communities know through several activities why medicinal plants are an essential part of life, so that the natural environments in which they exist must be sustained for the future. Students and their local communities will be able to use their medicinal plants as part of their nature preservation and heritage and will promote this through several activities with their respective communities (seed bank, cultivation, video). |
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Medicine in My Backyard In this task, students will research and explore the usefulness of medicinal plants. They will present their findings to the community so that they will all be able to make more informed decisions and incorporate medicinal plants into daily life. This task includes: |
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Migrant Mother This task requires students to consider the values and limitations of a document as historical evidence. Students with a sophisticated understanding of how to source a document will be able to explain that Lange's iconic photograph is useful in that it depicts migrant workers at the time. However, they will also point out that the fact that Lange was paid by Roosevelt's Resettlement Administration to take the photograph; potentially lessening its usefulness as evidence of the living conditions facing migrant workers. Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors. |
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Source Subject Grade Level |
Money Matters In the Money Matters task, students will l be able to get into conversation about money, learn some facts about history of money and about money in other countries, discuss students’ pocket money and proverbs about money, make media products about money. |
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Money Matters In this task, students will collaborate with participating classes in discussing their opinions of money in an online forum. This task includes: |
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Monuments and Memorials In this task, students will research and reflect on what has been memorialized from the War of 1812 and then design their own memorial based on events and people of historical significance. This task includes: |
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Morale after Fredericksburg This is a two-part task asking students to source and corroborate a primary source letter from a Union soldier describing low morale among Union soldiers after the Battle of Fredericksburg during the Civil War. Question 1 asks students to evaluate whether the source provides sufficient evidence to demonstrate the morale of the entire Union Army. To answer this question, students must source the document to determine whether the author represents all Union troops. Question 2 asks students to evaluate whether additional documents would corroborate the letter. 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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