The pandemic and social upheaval of 2020 and 2021 have given language instructors the mission--and obligation--of adapting their curriculum to multiple crises. Although these crises have abated somewhat with classes returning to campus, we will always face fluctuations in terms of the events affecting our language regions and communities. How can we address current affairs in our classes with as much plasticity as possible? This article discusses the use of open integrated performance assessments, students' attitudes toward these assessments, and offers a model for creating materials that respond to the ACTFL standards while also taking into account the issues of the day.