One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for the World History Course.
Sample Performance Task
The student will understand that the culture of a society is the product of the religion, beliefs, customs,
traditions, and government of that society.
The student will understand that as a society increases in complexity and interacts with other societies, the
complexity of the government also increases.
You will assume the role of an author of a children’s educational book. You will create an illustrated flip book
that evaluates India, China, Greece, or Rome. You will research the social, political, religious, intellectual,
technological and economic (SPRITE) factors that contributed to their civilization. You will be placed in a
group and assigned as a group one of the civilizations.
You group will make sure that your flip book provides:
a written description of each of those (SPRITE) factors in your assigned civilization
several examples of each factor in the civilization
a comparison of each factor with one of the other civilizations
an illustration of each factor in the civilization
a description of how each of these civilizations impacted future civilizations
an evaluation of each civilization in terms of the factors that were described
When the flip books are completed. You group will jigsaw its findings/flipbooks with other groups in order to
make comparisons among the SPRITE factors. You will each then write a statement that shows how
governments became more complex as their societies grew and interacted with other societies.
Map and Globe Skills:
4
Information Processing Skills:
1, 3, 9, 11,
*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product
rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards to
demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task. This
is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is
intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 3 Performance Task One
Revised 7/11/08 Page 1 of 5
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Content Rubric
Scale
Criteria
The student evaluates
how the social factors
affected the
civilization.
The student describes
how the political
factors affected the
civilization.
The student describes
how the religious
factors affected the
civilization.
The student describes
how the intellectual
factors affected the
civilization.
The student describes
how the technological
factors affected the
civilization.
The student describes
how the economic
factors affected the
civilization
1
2
3
4
Below Standard
Needs Improvement
Meets Standard
Exceeds Standard
Various social aspects
are mentioned, but there
is no explanation of how
civilization is affected.
No illustrations are
provided. There is no
comparison with other
civilizations.
Various political aspects
are mentioned, but there
is no explanation of how
civilization is affected.
No illustrations are
provided. There is no
comparison with other
civilizations.
Various religious aspects
are mentioned, but there
is no explanation of how
civilization is affected.
No illustrations are
provided. There is no
comparison with other
civilizations.
Various intellectual
aspects are mentioned,
but there is no
explanation of how
civilization is affected.
No illustrations are
provided. There is no
comparison with other
civilizations.
Various technological
aspects are mentioned,
but there is no
explanation of how
civilization is affected.
No illustrations are
provided. There is no
comparison with other
civilizations.
Various economic
aspects are mentioned,
but there is no
explanation of how
civilization is affected.
No illustrations are
provided. There is no
comparison with other
civilizations.
Several social aspects
are mentioned, and some
explanation of their
impact is given, but
there is no comparison
with other civilizations.
Many social aspects are
mentioned. Illustrations
help show how
civilization was affected.
A comparison with
another civilization is
offered.
In addition to everything
in 3 (meets standard):
The student includes a
link to the modern day.
Several political aspects
are mentioned, and some
explanation of their
impact is given, but
there is no comparison
with other civilizations.
Explains many political
aspects. Illustrations
help show how
civilization was affected.
A comparison with
another civilization is
offered.
In addition to everything
in 3 (meets standard):
The student includes a
link to the modern day.
Several religious aspects
are mentioned, and some
explanation of their
impact is given, but
there is no comparison
with other civilizations.
Many religious aspects
are mentioned.
Illustrations help show
how civilization was
affected. A comparison
with another civilization
is offered.
In addition to everything
in 3 (meets standard):
The student includes a
link to the modern day.
Several intellectual
aspects are mentioned,
and some explanation of
their impact is given, but
there is no comparison
with other civilizations.
Many intellectual
aspects are mentioned.
Illustrations help show
how civilization was
affected. A comparison
with another civilization
is offered.
In addition to everything
in 3 (meets standard):
The student includes a
comparison to the
modern day.
Several technological
aspects are mentioned,
and some explanation of
their impact is given, but
there is no comparison
with other civilizations.
Many technological
aspects are mentioned.
Illustrations help show
how civilization was
affected. A comparison
with another civilization
is offered.
Several economic
aspects are mentioned,
and some explanation of
their impact is given, but
there is no comparison
with other civilizations.
Many economic aspects
are mentioned.
Illustrations help show
how civilization was
affected. A comparison
with another civilization
is offered.
In addition to everything
in 3 (meets standard):
The student includes a
comparison to the
modern day and is able
to draw conclusions or
generalizations relating
to the impact of the
factors on civilizations..
In addition to everything
in 3 (meets standard):
The student includes a
comparison to the
modern day.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 3 Performance Task One
Revised 7/11/08 Page 2 of 5
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
The student explains
how governments
became more complex
as societies grew and
interacted with other
societies.
Students mention
governments, but there
is no discussion of
complexity or there is no
discussion of change
over time.
The student describes
how the civilization(s)
affected future
civilizations.
The student describes
the civilization but does
not address its affect on
future civilizations.
The student evaluates
the civilization in
terms of the factors
described.
The student lists the
factors but does not
evaluate the civilizations
based on the factors.
Students mention both
the developing
complexity of
governments and the
change over time, but do
not show examples nor
do they do mention
interactions with other
societies.
The student describes
the civilization and gives
one example of how that
civilization affected one
other civilization.
The student evaluates
the civilization based on
two of the factors.
A detailed explanation
of the developing
complexity is offered
and several examples are
included. Change over
time is explained and
interactions with other
societies are explored.
In addition to everything
in 3 (meets standard):
The student includes a
comparison to the
modern day.
The student both
describes the civilization
and gives several
concrete examples of
how that civilization
affected two later
civilizations.
The student evaluates
the civilization based on
four of the factors.
In addition to everything
in 3 (meets standard):
The student shows how
the first civilization
affected a third
civilization.
In addition to everything
in 3 (meets standard):
The student uses all the
factors in the evaluation
of the civilization.
Product Rubric
1
2
3
4
Below Expectation
Needs Improvement
Meets Expectation
Exceeds Expectation
Students produce a
product that is
attractive.
Use of font, color, graphics,
effects, etc., but these often
distract from the
presentation of content.
Makes good use of font,
color, graphics, effects, etc.
to enhance the presentation.
Makes excellent use of
font, color, graphics,
effects, etc. to enhance the
presentation.
Students produce a
product that is
organized.
Students produce a
product that
exhibits proper
mechanics.
There was no clear or
logical organizational
structure, just lots of facts.
Makes use of font, color,
graphics, effects, etc., but
occasionally these detract
from the presentation of
content.
Content is logically
organized for the most part.
Uses headings or bulleted
lists to organize, but the
overall organization of
topics appears flawed.
Three or fewer misspellings
and/or grammatical errors.
Content is well organized
using headings or bulleted
lists to group related
material.
No misspellings or
grammatical errors.
Scale
Criteria
More than 4 errors are
spelling or grammar.
Four misspellings and/or
grammatical errors.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 3 Performance Task One
Revised 7/11/08 Page 3 of 5
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Resources for Unit
1. http://www.google.com/search?hl=en&q=%22Roman+legacy%22 site provides an interactive
display that students can use to trace various legacies of the Ancient Romans.
2. http://www.bbc.co.uk/schools/romans/activities/index.shtml site provides activities, resources,
timelines, and other links to help students trace legacies of the Ancient Romans.
3. http://nths.newtrier.k12.il.us/library/teacher_assignments/romelegacy.htm site provides an
interactive outline of links to primary sources about achievements of the Roman Empire.
4. http://etext.virginia.edu/journals/EH/EH37/Goldberg.html provides a website of very specific
details concerning the final fall of the Western Roman Empire.
5. http://www.historyforkids.org/learn/romans/history/fall.htm provides an interactive website on
the Fall of the Western Roman Empire with links for additional information and suggestions for
teachers.
6. http://classics.mit.edu/Caesar/gallic.1.1.html provides a translation Caesar’s “De Bello Gallico”
is found at this site.
7. http://www.vroma.org/~bmcmanus/caesar.html provides a website of information on the life of
Julius Caesar.
8. http://www.lausd.k12.ca.us/lausd/resources/shakespeare/caesarwebguide.html a teaching guide
and student activities can be found on this site.
9. http://www.lucidcafe.com/library/95sep/augustus.html provides a brief biography with links to
more information on the life of Augustus Caesar.
10. http://www.google.com/search?hl=en&q=%22Augustus+Caesar%22 provides detailed
information on the life of Augustus
11. http://worldhistoryforusall.sdsu.edu/: A website created by Ross Dunn and San Diego State as a
resource for lesson plans and information for the teaching of world history.
12. http://www.livius.org/aj-al/alexander/alexander00.html includes information on Alexander’s
life and accomplishments.
13. http://pothos.org/alexander.asp another large website with information about Alexander.
14. http://www.iep.utm.edu/g/greekphi.htm Internet Encyclopedia of Philosophers. Contains
information on the philosophers
15. http://www.wsu.edu/~dee/WORLD.HTM a website at Washington State University. Contains
information about Greek philosophers.
16. http://www.fordham.edu/halsall/eastasia/eastasiasbook.html#Religious%20Traditions East
Asian Sourcebook contains primary source material for religious beliefs as well as other
information.
17. http://www.globaled.org/chinaproject/confucian.html This website contains several lesson plans
created by high school teacher Kirsten Larsen that encourage students to become familiar with
various aspects of Confucianism.
18. Unitestreaming.com China: From Past to Present: The Silk Road, the Great Wall, Changes in
Government, Destiny Determined: Power and Ritual in Asia, Civilizations: Fall of Power
19. www.religioustolerance.org/buddhism.htm : Site contains overview of the religion including
beliefs, descriptions of various sects, and background on Siddhartha Gautama. Good
background information for the teacher and/or students.
20. www.religionfacts.com Site with concise and relevant information about various religions,
including Hinduism and Buddhism, with information about symbolism, history, practices, and
holidays, etc.
21. www.mohenjodaro.net Mohenjo Daro: The Ancient Indus Valley City in Photgraphs- this site
provides numerous pictures and information about Mohenjo Daro. Great site for students and
teachers.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 3 Performance Task One
Revised 7/11/08 Page 4 of 5
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
*UNIT CONTRIBUTORS: Martha Battle, Sonia Carlyle, Sean Costa, Deborah Heckwolf, Mary Ann King, and
Alphus Spears.
Additional input provided by the GaDOE Social Studies Staff and the Social Studies Advisory Council.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 3 Performance Task One
Revised 7/11/08 Page 5 of 5
Copyright 2007 © All Rights Reserved