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.
| Source | Task |
|---|---|
|
Source Subject Grade Level |
Early People Symbols In this task, students will explore the significance and meaning of early cultural symbols. This task includes: |
|
Source Subject Grade Level |
Economic Interdependence: To Trade or Not to Trade? In this task, students will determine if it is possible for the United States to achieve economic isolation by researching interdependence of labor and resources. This task includes: |
|
Source Subject Grade Level |
Equal and Different The Equal and Different task allows students to demonstrate their understanding of the rights and challenges associated with a disability. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are a video recording, a laptop computer, and a photograph. This task is a part of the Social Organization task series from 2001. 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. |
|
Source Subject Grade Level |
Ethical Dilemmas In this task, students will explore how to evaluate the negative impacts of the War of 1812 without applying modern values and perspectives. This task includes: |
|
Source Subject Grade Level |
Evacuating Japanese Americans 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 bombing at Pearl Harbor made Americans suspicious of Japanese and Japanese-Americans living in the United States, leading them to be imprisoned in camps. Students will also be able to place internment in the historical context of American xenophobia directed at individuals of Asian descent at the time, and explain how both the Gentlemen's Agreement and the internment of Japanese Americans were products of this. Resources available for this task include downloadable PDF versions of both the assessment with source materials, as well as the Rubric containing benchmark descriptors. |
|
Source Subject Grade Level |
Explosion of the USS Maine This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how a report by the Naval Court of Inquiry and a San Francisco newspaper article both support the conclusion that confusion pervaded US public thought following the sinking of the USS Maine. Resources for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors. |
|
Source Subject Grade Level |
Exports-Imports The Exports-Imports task allows students to demonstrate their understanding of systems of exchange. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a picture. 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. |
|
Source Subject Grade Level |
Famous New Zealand The Famous New Zealand task allows students to demonstrate their understanding of the qualities of famous people. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a book cover. This task is a part of the Time, Continuity, and Change task series from 2001. 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. |
|
Source Subject Grade Level |
Finding Solutions to Hunger, Poverty, and Inequality In this task, students will research the causes of poverty and hunger throughout the world and come up with possible actions that would create a sustainable existence for all. This task includes: |
|
Source Subject Grade Level |
First Nations Involvement in the War, Part 1 In this task, students will explore the concept of causes and consequences through exploring the First Nation's involvement in the War of 1812 as well as as personal experience. 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.
© Stanford University, Stanford, California 94305