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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Source Subject Grade Level |
8th Grade U.S. History Constitution vs. Articles of Confederation Assessment In the 8th Grade U.S. History Constitution vs. Articles of Confederation Assessment from 2010-2011, students will agree or disagree with the statement that “the Constitution, as adopted in 1789, was a vast improvement over the Articles of Confederation”. They will write an essay using primary and secondary sources as evidence. This task includes a getting started activity, historical context with comprehension questions, charts comparing the Articles of Confederation and the Constitution, and worksheets to help students plan their essay and develop their position. This task also includes:
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8th Grade U.S. History End-of-Year History Writing Task In the 8th Grade U.S. History End-of-Year History Writing Task students will respond to the question "Is John Brown an American Hero?". They will write an essay using primary and secondary sources as evidence to support their argument. This task includes resources to help students write their introduction, understand the timeline of events, evaluate sources and evidence, plan their essay, develop their claim, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
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Source Subject Grade Level |
8th Grade U.S. History Era of Reconstruction Assessment In the 8th Grade U.S. History Era of Reconstruction Assessment from 2010-2011, students will address the question "Imagine that you are a young African American man or woman living in the South in 1878. A cousin of yours who escaped slavery with his family is living in the North. What advice would you give your cousin? Should he stay in theNorth and do the best he can, or should he return to the South with the hope of building a new life of freedom with his family and the larger community of former slaves?". They will write an essay using primary and secondary sources as evidence. This task includes nine sources. |
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Source Subject Grade Level |
8th Grade U.S. History Mid-Year History Writing Task In the 8th Grade U.S. History Mid-Year History Writing Task students will respond to the question "which would have been better for the Cherokee in 1836: To accept new tribal lands and more west, or to resist moving to new tribal lands?". They will write an essay using primary and secondary sources as evidence to support their argument. This task includes resources to help students write their introduction, understand the timeline of events, evaluate sources and evidence, plan their essay, develop their claim, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
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Source Subject Grade Level |
8th Grade U.S. History Nat Turner's Revolt Assessment In the 8th Grade U.S. History Nat Turner's Revolt Assessment from 2007-2008, students will respond to the question, " Was Nat Turner a Hero? Was Nat Turner’s Revolt a Success?". They will write an essay using primary sources as evidence. This task includes context, sources, and primary source analysis activities. This task also includes a Nat Turner Lesson. |
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Source Subject Grade Level |
A Call to Action In this task, students will work in groups to research issues of public concern and then present to the class why their topic should be chosen as a civil responsibility. This task includes: |
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Source Subject Grade Level |
A Good Team Member The A Good Team Member task allows students to demonstrate their understanding of the qualities of a good team member. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a recording book. This task is a part of the Social Organization task series from 2001 by NEMP. |
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Source Subject Grade Level |
A Great Place to Visit! In this task, students will participate in a community or historical "revitalization" effort by developing a Walking Tour throughout the local town/city in which their school resides (or, alternatively, a museum or monument for a particular historical time period/era). Working in teams of about four, students identify community landmarks that should be included on the walking tour, engage in research surrounding the history of those landmarks using primary and secondary resources, and communicate their findings by writing and recording a narrative that will guide the tour. Additionally, students will create a map on which landmarks will be identified and design an appropriate sign or marker to identify the stops along the tour. Each team may present their plan for a walking tour to members of a guest "Community Revitalization Committee"; one team’s plan may be selected for implementation. The task includes detailed rubrics for Group Participation/norms & expectations, resources for group division of duties, and overall project rubrics and assessment outcomes. |
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Source Subject Grade Level |
A Human Rights Timeline In this task, students will research and use court cases to explore the shaping of Canadian human rights. This task includes: |
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Source Subject Grade Level |
A Just War? In this task, students will determine if the War of 1812 was justified from the perspective of the American's declaring war. This task includes: |
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