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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Whose Work Is it? The Issue of Plagiarism In this task, students will create a multimedia presentation to give to the class on plagiarism. This task includes: |
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Why History? In this task students will develop a position on how the knowledge of history helps them understand a current issue by analyzing historical events related to that issue. They will then write a paper or make a presentation. This task includes: |
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Why Warm Up? In Why Warm Up? students will learn and perform a warm-up series and then explain the purpose of several of the exercises. This task includes:
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Wig-Wag In this task, students will investigate how different weights effect a wig-wag apparatus. 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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Windows to the World In this task, students will design part of a building given a set of strict guidelines and preferred shapes by the hiring client. This task includes: |
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Within My Skin In this task, students will research the effects, process, and risks of tattooing. 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Women's Rights This task assesses students' ability to contextualize two historical documents and place them in the correct chronological order.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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Working Well with Others In this task, students will explore the skills necessary to collaborate with others. This task includes: |
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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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