Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
American Imperialism
This task asks students to source and corroborate an editorial from a Nebraska newspaper about overseas expansion. Question 1 asks students to evaluate whether the passage provides enough evidence to draw conclusions about American attitudes about overseas expansion at the time. To answer this question, students must source the document to determine whether the editorial can be thought of as conclusive evidence. Question 2 asks students to evaluate whether additional documents or missing perspectives could be used to corroborate the document.
Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Anarchism and the Haymarket Affair
This task assesses students’ ability to source and corroborate a document. Drawing on knowledge gained by sourcing an excerpt from a 1908 Utah newspaper--which makes claims about the influence that the Haymarket Affair had on the growth of anarchist groups in the United States--students then evaluate it in several ways;
Question 1 asks students to evaluate whether the excerpt provides enough evidence to draw conclusions the growth of anarchism in the United States at the end of the nineteenth century and beginning of the twentieth century. To answer this question, students must source the document to determine whether the account can be regarded as conclusive evidence. Question 2 asks students to identify and evaluate whether additional documents or perspectives could be used to corroborate the account.
Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors.
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Source National Monitoring Study of Student Achievement (NMSSA, New Zealand)
Subject History/Social Studies
Grade Level 3, 7 |
Aotearoa
The Aotearoa task allows students to demonstrate their understanding of the naming of Aotearoa/ New Zealand. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a map of Aotearoa/ New Zealand.
This task is a part of the Culture and Heritage task series from 2001 by NEMP.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Apartheid in South Africa
This task assesses students' knowledge of the past—but rather than measure rote recall of decontextualized facts, this assessment requires students to make connections across time and construct an argument about how events are connected.
Students with a strong sense of the past will be able to explain that the social conditions of apartheid grew out of racial oppression instituted during European colonial rule of South Africa. Strong students will also explain that social conditions like those depicted in the photograph led the United States Congress to impose economic sanctions against South Africa in an effort to bring an end to the policy of apartheid.
Resources available for this task include downloadable PDF versions of both the assessment with source materials, as well as the Rubric containing benchmark descriptors.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Appeasement at Munich
This task assesses students' knowledge of the past—but rather than measure rote recall of decontextualized facts, this assessment requires students to make connections across time and construct an argument about how events are connected.
Students with a strong sense of the past will be able to explain that the Munich Agreement can be seen in part as the result of the sanctions imposed on Germany by the Treaty of Versailles. A strong response to the second question will explain that the Munich Agreement emboldened Hitler, which eventually led to the invasion of Poland.
Resources available for this task include downloadable PDF versions of both the assessment with source materials, as well as the Rubric containing benchmark descriptors.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Attack on Fort Sumter
This task assesses students' knowledge of the past—but rather than measure rote recall of decontextualized facts, this assessment requires students to make connections across time and construct an argument about how events are connected.
Students with a strong sense of the past will be able to explain that the election of Abraham Lincoln contributed to the formation of the Confederacy because of his opposition to slavery in the territories. Students will also explain that the rising price of cotton on the international market due to textile mills in England made slavery even more indispensible to the South. Both of these connections point ultimately to the start of the Civil War.
Resources available for this task include downloadable PDF versions of both the assessment with source materials, as well as the Rubric containing benchmark descriptors.
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Source The Historical Thinking Project (Canada)
Subject History/Social Studies
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
Battle of Chateauguay
In this task, students will explore the concepts of identity and continuity and change through exploring how the Battle of Chateauguay helped shape Canadian identity.
This task includes:
1. Task Description
2. Additional Resources: Learning goals, detailed lesson plan, web resources, worksheets
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Source National Monitoring Study of Student Achievement (NMSSA, New Zealand)
Subject History/Social Studies
Grade Level 3, 7 |
Beach People
The Beach People task allows students to demonstrate their understanding of different perspectives on resource use. Students will complete this task working in groups. The resources required for this task are four pictures and two team answer sheets.
This task is a part of the Resources and Economic Activities task series from 2009. This task is classified as a trend task by NEMP. Trend tasks are used to examine trends in student performance: whether they have improved, stayed constant or declined over the four-year period since the previous assessments.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Breadlines in the 1930's
This task assesses students' knowledge of the past—but rather than measure rote recall of decontextualized facts, this assessment requires students to make connections across time and construct an argument about how events are connected.
Students with a strong sense of the past will be able to explain, after analyzing a photograph of a long ‘breadline’ of unemployed Americans, that the Works Progress Administration was established as a federal response to the problem of American unemployment. Students will also explain that the Wall Street Crash of 1929 precipitated the high unemployment rates in the 1930's, increasing the number of patrons at breadlines and soup kitchens.
Resources available for this task include downloadable PDF versions of both the assessment with source materials, as well as the Rubric containing benchmark descriptors.
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Source iEARN Collaboration Centre
Subject History/Social Studies
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
CIVICS
In this task, students will plan and take part in action projects based on issues in their community.
This task includes:
1. Task Description
2. Additional Resources: Classroom activities, student work examples
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