Common Planner
K–12 Standards

Task Models for Stimulus Based Multiple-Choice Question

Other New York Social Studies sets

Students are given a stimulus and asked to evaluate and classify (identify) best use.TM.1

  • 1

    Students are given a stimulus and asked to evaluate and classify (identify) best use.TM.1

Students are given a stimulus and asked to identify point of view, context, bias, format of source, location of source in time and/or place, and/or intended audience of sources using background knowledge. TM.2

  • 2.A

    Students are given a stimulus and asked to identify context of sources using background knowledge. TM.2.A

  • 2.B

    Students are given a stimulus and asked to identify purpose of sources using background knowledge. .TM.2.B

  • 2.C

    Students are given a stimulus and asked to identify point of view of sources using background knowledge. .TM.2.C

  • 2.D

    Students are given a stimulus and asked to identify the intended audience of sources using background knowledge. .TM.2.D

  • 2.E

    Students are given a stimulus and asked to identify bias of sources using background knowledge. .TM.2.E

  • 2.F

    Students are given a stimulus and asked to identify the format of the source of sources using background knowledge. .TM.2.F

  • 2.G

    Students are given a stimulus and asked to identify location of source in time and/or place of sources using background knowledge. TM.2.G

Students are given a stimulus and asked to identify support for a given claim (bound in same timeframe/event/space).TM.3

  • 3

    Students are given a stimulus and asked to identify support for a given claim (bound in same timeframe/event/space).TM.3

Students are given a stimulus and asked to select a plausible claim that logically flows from evidence presented. TM.4

  • 4

    Students are given a stimulus and asked to select a plausible claim that logically flows from evidence presented. TM.4

 Students are given a stimulus and asked to identify the significance of a turning point in history. TM.5

  • 5

     Students are given a stimulus and asked to identify the significance of a turning point in history. TM.5

Students are given a stimulus and asked to identify significance of an event, action, idea, or development as part of change or part of continuity in history.TM.6

  • 6

    Students are given a stimulus and asked to identify significance of an event, action, idea, or development as part of change or part of continuity in history.TM.6

Students are given a stimulus and asked to identify a central cause of the described phenomenon. TM.7

  • 7

    Students are given a stimulus and asked to identify a central cause of the described phenomenon. TM.7

Students are given a stimulus and asked to identify a central effect of the described phenomenon. TM.8

  • 8

    Students are given a stimulus and asked to identify a central effect of the described phenomenon. TM.8

Students are given a stimulus and asked to identify the impact of time and place on an issue or event linked to that stimulus. TM.9

  • 9

    Students are given a stimulus and asked to identify the impact of time and place on an issue or event linked to that stimulus. TM.9

Students are given one stimulus or two stimuli and asked to identify a similarity in the described phenomenon (historical development, historical event, geographic setting, economic situation, individual’s action/belief)TM.10

  • 10

    Students are given one stimulus or two stimuli and asked to identify a similarity in the described phenomenon (historical development, historical event, geographic setting, economic situation, individual’s action/belief)TM.10

Students are given one stimulus or two stimuli and asked to identify a difference in the described phenomenon (historical development, historical event, geographic setting, economic situation, individual’s action/belief) TM.11

  • 11

    Students are given one stimulus or two stimuli and asked to identify a difference in the described phenomenon (historical development, historical event, geographic setting, economic situation, individual’s action/belief) TM.11

Students are given a stimulus and asked to identify an informed action taken by an individual, group, or government connected to civic activism.TM.12

  • 12

    Students are given a stimulus and asked to identify an informed action taken by an individual, group, or government connected to civic activism.TM.12

Students are given a visual stimulus such as a map, graph, chart, time line, cartoon, or photograph and asked to extract relevant information to answer a question, or to respond to a claim or argument.TM.13

  • 13

    Students are given a visual stimulus such as a map, graph, chart, time line, cartoon, or photograph and asked to extract relevant information to answer a question, or to respond to a claim or argument.TM.13

Students are given one stimulus or two stimuli and asked to identify a stakeholder or a stakeholder’s issue. TM.14

  • 14

    Students are given one stimulus or two stimuli and asked to identify a stakeholder or a stakeholder’s issue. TM.14

Students are given a stimulus and asked to identify a course of action recommended by a historical figure, a group, or a government. TM.15

  • 15

    Students are given a stimulus and asked to identify a course of action recommended by a historical figure, a group, or a government. TM.15

Students are given a stimulus and asked to identify how historical events are related chronologically.TM.16

  • 16

    Students are given a stimulus and asked to identify how historical events are related chronologically.TM.16

Students are given one stimulus or two stimuli and asked to identify a problem (issue) TM.17

  • 17

    Students are given one stimulus or two stimuli and asked to identify a problem (issue) TM.17

Students are given one stimulus or two stimuli and asked to identify a response to a problem (issue) TM.18

  • 18

    Students are given one stimulus or two stimuli and asked to identify a response to a problem (issue) TM.18

Frequently asked questions

What grade levels do these standards cover?
Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, and Grade 12

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