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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The Conservation Movement This task assesses students' ability to contextualize two historical documents and place them in the correct chronological order.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 American environmental movements. Document A is from an interview with Barry Commoner in Scientific American in 1997. Document B is part of an 1894 bill introduced to the House of Representatives. More than just the recall of facts and dates, students must show that they have a broad understanding of how the focus of the environmental movement changed over time and demonstrate the ability to use their knowledge about these changes to place the two documents in context. In this assessment, students who correctly contextualize the documents will see that Document B, which is a bill that proposed the establishment of Yellowstone as the first National Park, was a product of the Progressive Era push to conserve land in the West, and therefore likely written before Document A, which reflects more contemporary concerns about the effects of modern technology on the environment and human health. Resources include PDF downloads of the assessment (with primaary source materials), and a rubric with benchmark descriptors. |
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"Ponzi" Pyramid Schemes This task asks students to examine a pyramid scheme, caluclate the first tier profits, and explain what could go wrong. This task includes: |
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Source Subject Grade Level |
10th Grade World History End-of-Year History Writing Task In the 10th Grade World History End-of-Year History Writing Task students will respond to the question "Looking at the time from the Communist Revolution in 1949 to his death in 1976, how successful was Mao Zedong in moving China toward a better society? ". They will write an essay using a variety of articles, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, organize their argument, and a writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
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Source Subject Grade Level |
10th Grade World History Gandhi's Vision and India Today Assessment In the 10th Grade World History Gandhi's Vision and India Today Assessment from 2012-2013, students will respond to the question, "To what extent does modern India match Gandhi’s vision?". They will write an essay using current news articles and charts and graphs as evidence. This task includes sources, background context, and a rubric. This task also includes: |
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10th Grade World History Mid-Year History Writing Task In the 10th Grade World History Mid-Year History Writing Task students will respond to the question "Were the gains of the Industrial Revolution in England from 1780 to 1850 worth the pain that was caused, particularly to the working people of the country?". They will write an essay using a variety of articles, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, plan their essay, organize their argument, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
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Source Subject Grade Level |
110 Years On This task uses mathematical reasoning to estimate the number of descendants a girl who lived 110 years ago might have today. This task includes: |
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Source Subject Grade Level |
11th Grade U.S. History Civil Rights Movement Assessment In the 11th Grade U.S. History Civil Rights Movement Assessment from 2012-2013, students will respond to the prompt, "given the racism that existed throughout the country during the 1950s and1960s, evaluate the various approaches used by different activists in attempts to attain equality for African Americans". They will write an essay using articles, letters, images, and political cartoons as evidence. This task includes background information, nine source documents, and a rubric. This task also includes 109 Support Materials:
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Source Subject Grade Level |
11th Grade U.S. History End-of-Year History Writing Task In the 11th Grade End-of-Year History Writing Task students will respond to the question "To what extent were the “Great Society” programs, begun in 1964, successful?". They will write an essay using a variety of articles, political cartoons, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, plan their essay, organize their argument, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
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Source Subject Grade Level |
11th Grade U.S. History Mid-Year History Writing Task In the 11th Grade U.S. History Mid-Year History Writing Task students will respond to the question "To what extent were Progressive Era reformers, from 1900 to 1920, successful in making the United States a freer and more humane society?". They will write an essay using a variety of articles, documentary film, map, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, plan their essay, organize their argument, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
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Source Subject Grade Level |
12th Grade Government and Economics End-of-Year History Writing Task In the 12th Grade Government and Economics End-of-Year History Writing Task students will respond to the question "Should California raise the state minimum wage to $12.25 per hour?". They will write an essay using a variety of articles, cartoon, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, plan their essay, organize their argument, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
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