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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for the U.S. History Course.
Sample Performance Task
The student will understand that the actions of individuals, groups and/or individuals affect society through
intended and unintended consequences.
Using the Brain Trust developed by President Franklin D. Roosevelt as a model, you have been selected as a
POTENTIAL member for a new brain trust. You are “auditioning” for the trust by completing a presentation on how
individuals, groups, and institutions have affected change in government over the last several decades. You can do this
in any of the categories (social, political, economic, etc) or in multiple categories.
For your audition, use factual events from the administrations of Harry Truman, Lyndon B. Johnson, Dwight
Eisenhower, or George W. Bush. Based on the problems (economic, political, social, etc.) each of these Presidents
faced during their administrations, report how these presidents dealt with (or are dealing with) issues troubling the
nation during that era (at least 3 total). For example, During President Harry Truman’s administration, the need to
bring an end to WWII was a major issue. Your audition should include 4 parts:
1. A historical representation of how the issue/event was addressed.
2. An analysis of any intended consequences of the decisions made surrounding the event.
3. An analysis of any unintended consequences of the decisions made surrounding the event.
4. Based on 2 and 3, give your personal opinion on how you would have advised the president in that situation.
This is extremely important as this shows your ability to advise on future issues. Be sure to support your
opinion with a solid evaluation of the facts and consequences.
Each member of the group is responsible for keeping a journal of their discussions while in session along with a
summary paper of the decisions of the group. The summary paper should evaluate or analyze the current issues
identified in each of the eras in reference to the categories (economic, political, social, etc.) problems faced by the
Brain Trust to which you have been assigned.
Your group will be responsible for designing a presentation to be given before the President. The presentation will
included the following:
PowerPoint ( using Microsoft or other presentation software)
o PowerPoint must include at least slides
o Appropriate use of graphics and animation
o Effective use of fonts and templates
o Reflect all components assigned
o Effective presentation skills
Written summary/journal of the findings of your group. Each member of the group must turn in a copy of the
findings. A rubric will be attached as a guideline.
Map and Globe Skills for unit:
Information Processing Skills for unit:
1, 2, 4, 6, 7, 8, 12
1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13, 15, 17
*Note concerning rubrics: Performance tasks are accompanied by two rubrics: a content rubric and a
process rubric. The content rubric is designed to measure how well a student can use the standards to
demonstrate the enduring understanding(s). The process rubric focuses on the product of the performance
task. 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
Changing Role of Government Performance Task One
Revised 12/04/08 Page 1 of 4
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Content Rubric for Unit 8 Task: Changing Role of the Government
1
2
3
Scale
(Below Standard)
(Needs Improvement)
(Meets Standard)
4
(Exceeds Standard)
The student describes
issues during the
various presidential
administrations
Student describes only
one issue during
presidential
administration.
Student describes only
two issues during
presidential
administrations.
Student describes three
issues during
presidential
administrations.
Student describes more
than three issues during
presidential
administrations.
Analyzes intended and
unintended
consequences of
decisions
Consequences
explained are incorrect
or illogical and not
supported by fact.
Student largely focuses
on EITHER intended
or unintended
consequences, but fails
to explain both.
Criteria
Evaluates
consequences to
deliver opinion.
Explains at least one
intended and
unintended
consequence for each
decision discussed.
Consequences are
supported by facts
from unit.
Either no opinion given Student offers opinion, Uses factual
OR in correct facts
but fails to support
consequences of
used as support.
with a discussion of
presidential decisions
consequences.
to explain how student
would advise in
multiple situations.
In addition to
everything in meets
standard, student
explains similarities in
consequences among
different presidential
decisions.
In addition to
everything in meets
standard, student offers
advice on a current
topic not previously
discussed in class
based on potential
consequences.
Product RUBRIC: PowerPoint
Scale
Criteria
The student uses an
appropriate number
of slides.
The student
demonstrates
effective use of fonts
or templates and
animation or
graphics.
Effective
presentation skills.
1
(Below Standard)
Student presentation
includes six or less
slides, excluding title
or credits.
Student uses fonts
and templates that
are difficult to read.
No animation or
graphics are
included.
Student needs to
develop better oral
presentation skills,
including
pronunciation and
grammar.
2
(Needs
Improvement)
Student presentation
uses seven slides,
excluding title or
credits.
Student could
improve on the fonts
and templates. No
animation or
graphics are included
in the presentation.
Student does a fair
presentation but
problem areas are
still noted by the
instructor.
3
(Meets Standard)
4
(Exceeds Standard)
Student presentation
uses eight slides,
excluding title or
credits.
Student uses
effective fonts and
templates. However,
animation and
graphics are not very
effective.
Student does a good
presentation in
presenting this
information to the
class.
Student presentation
uses more than eight
slides, excluding title
or credits.
Student does an
excellent job of using
creative fonts,
templates, graphics,
and animation.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Changing Role of Government Performance Task One
Revised 12/04/08 Page 2 of 4
Copyright 2007 © All Rights Reserved
Student does an
excellent
presentation by
capturing the
attention of the entire
class.
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Product RUBRIC: Written Summary/Journal Paper
Scale
Criteria
Each section meets
paragraph
requirements
Summary paper
written meets
requirements listed
in the performance
task
1
(Below Standard)
2
(Needs
Improvement)
1-2 of the sections
meet paragraph
requirements.
There are at least 2
problems with the
typing, title page,
and mechanics.
None of the
requirements are
met perfectly.
3 of the 5 sections
meet paragraph
requirements.
There is at least 1
problem with the
typing, title page,
and mechanics.
1 of the
requirements is met
perfectly.
3
(Meets Standard)
4
(Exceeds Standard)
4 of the 5 sections
meet paragraph
requirements.
There are no
problems with the
typing, title page,
and mechanics.
2 of the
requirements are
met perfectly.
All 5 sections meet
paragraph
requirements
All 3 of
requirements are
met perfectly.
Resources for Unit
www.studysphere.com - Early to mid-20 Century U. S. History notes
www.gpb.org – primary and secondary sources for support of individuals, groups, and institutions
www.nationalarchives.com – primary and secondary sources for support of individuals, groups and
institutions
http://www.georgiaencyclopedia.org/nge/Home.jsp – historical background of 20th century United States
http://gpb.unitedstreaming.com – 10 minutes segments of events pertaining to Stock Market Crash of 1929
and the Great Depression, FDR and the New Deal, and WWII.
www.socialstudieshelp.com/USRA_New_Deal.htm. provides information about FRD, the New Deal and
the Brain Trust
th
*This unit was created by Mary Ann Cooper, Bill Pate, Andy Preston, and Carole Strickland. Additional content
created by Kevin Shivers and Lazarus Osako. Additional input provided by Dr. Bill Cranshaw, Chris Cannon,
Marlo Mong, Sarah Brown, and Sherilyn Narker. It was reviewed and approved by the Social Studies Advisory
Council 7/06/07.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Changing Role of Government Performance Task One
Revised 12/04/08 Page 3 of 4
Copyright 2007 © All Rights Reserved