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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Creating Columbus Day This task assesses students' ability to evaluate the relevance of contextual information for determining the motivations of an author. Students must select one fact, and explain how it sheds light on why President Harrison declared Columbus Day a national holiday in 1892. Students with a strong understanding of contextualization will be able to explain how the fact that Catholic voters comprised an important voting block in the pending election might have affected Harrison's decision to honor an Italian Catholic explorer. 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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Creating Equations In this task, students will create four equations from the given information. This task includes: |
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Cross Totals In this task, students will examine a Cross of numbers and must analyze and prove, using the rules of the number puzzle, which numberical combinations are and are not possible. This task includes: |
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Cubic Graph In this task, students will begin examining cubic equations. This task includes: |
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Cut Out Conflict In Cut Out Conflict students will demonstrate conflict resolution skills (verbal and nonverbal) and explain how community resources may help resolve conflict. This task includes:
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Dear "Stressed and Depressed" In Dear "Stressed and Depressed" students will identify healthy stress management strategies and how they are used to relieve stress; identify signs of depression and describe how community resources may help. 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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Development of a Nutritional Snack In this task, students will work in groups to come up with ideas for nutritional snacks. This task includes: |
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Diffusion In this task, students will design and conduct an experiment to explore how variables effect diffusion. This task includes: |
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