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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Signing of the Mayflower Compact 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 information presents important clues about whether the document provides reliable evidence about the past. 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. Students who understand the importance of when a document was produced will see that this painting offers limited evidence to historians who wish to understand the signing of the Mayflower Compact because it was produced over 200 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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Singing Grams In this task, students will collaborate on a music greeting to be performed at a local nursery home. This task includes: |
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Sixth Grade Common Core Assessment The Sixth Grade Common Core Assessment includes three tasks. In Task 1, students will watch a short video clip twice and fill out the outline in their booklet. They will then read an article and gather information for their essay. In Task 2, students will read another article and gather information for their essay. In Task 3, students will write an essay, using the information they gathered in Tasks 1 and 2, to write a convincing argument. This task includes a rubric and an alternate text with a task. |
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Sixth Grade Standards 4 and 8 The Sixth Grade Standards 4 and 8 includes two tasks and uses Julius Caesar Chapter X . In Task 1, students will write an essay in which they answer a question about how the author convinces the readers that Caesar was both ruthless and inspired loyalty. In Task 2, students will explain the meaning of words in context of the reading and explain how it relates to the authors message. This assessment includes a rubric. |
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Slave Quarters This task reveals students' ability to source a document, in order to see both its values and limitations. Students will be able to explain how a photograph of former slave quarters provides some evidence of the living conditions of slaves. They will also observe how the fact that the photograph was taken decades after the abolition of slavery limits its usefulness as evidence of antebellum living conditions. The task includes a range of supplementary materials, many available for download with the creation of a free account:
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Smoothie Box In this task, students must design a box able to fit twelve of the bottles shown. This task includes: |
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Soap, Wood, and Water This task focuses on the Properties of Matter. Students must decide if two types of soap and wood will float in water by calculating their densities. This task includes: |
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Soft Drinks In this task, students must interpret two sets of data regarding soft drinks and determine if a company's claim is accurate. This task includes: |
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Sound Box In this task, students will observe and compare variables of sound boxes. This task includes: |
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Speedy Santa In this task, students must calculate the amount of time Santa can spend at each house in order to get to each house in the UK. This task includes: |
If you would like to recommend additional open-sourced performance task banks to be included in the database, or if you would like to report a broken link, please email Pai-rou Chen.
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