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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Global Food Show and Tell In this task, students will research and share different recipes and foods eaten in their country. This task includes: |
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Global Food Show and Tell In the Global Food Show and Tell task, students will share, compare, and contrast different types of foods eaten in their home countries. This task includes a possible classroom activity. |
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Haymarket Aftermath This task assesses students' ability to evaluate the relevance of contextual information for determining the motivations of an author. Students must select two facts and explain how they shed light on the cartoon's depiction of Illinois Governor Altgeld's pardon in 1893. Students with a strong understanding of contextualization will be able to explain how fears aroused by the Haymarket riot, and increasing tensions during the Depression of 1893, may help explain the cartoonist's work. Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors. |
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Heritage Around the World In this task, students will decide on any aspect of their Country's heritage to research. This task includes: |
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Heritage around the World/Patrimoine Mondial The Heritage around the World/Patrimoine Mondial task enables students to share the heritage of their country. Students will choose a topic relating to their country's heritage and illustrate the topic through descriptions, articles, films, videos, and audio documents. The Heritage can include architecture, stories, tales, oral traditions, dances, music, intruments, crafts, endangered species, endangered water reserves, climate changes experienced during our lifetime, and any other topics of interest. |
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Heroes of the War In this task, students will explore the concept of "heroism" and determine four heroes from the War of 1812 that deserve a monument. This task includes: |
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Hip Hop On The Spot The Hip Hop On The Spot task aims to unite young people from different countries by means of a collaborative musical and literary creation through hip hop, a street culture in which young people are the protagonists. The project begins with a theme for youngsters to write one RAP, speaking of iEARN, youth and collaborative creation. Lyrics should have 8 metric syllables. The rhyme should be posted to the project forum and the project facilitator will then organize completed lyrics for the full song and re-post to the forum. |
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Historical Significance of General Brock, Part 1 In this task, students will investigate historical significances in modern times through an activity on the 2012 Olympics. This task includes: |
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Historical Significance of General Brock, Part 2 In this task, students will research General Sir Isaac Brock and why he is historically significant. They will then debate whether or not they think he deserves to be based on their findings. This task includes: |
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Immigration This task assesses students’ ability to contextualize two historical documents and place them in the correct chronological order. Drawing on students' knowledge about the American immigration boom of the 1800's, students are asked to place two related documents in order--and explain their reasoning, in effect taking their thinking beyond the rote recall of event dates, names and facts. Sources include Document A--part of an editorial from a San Francisco newspaper published in 1916, and Document B--an excerpt from a book titled A Tour in the United States by Archibald Prentice-published in 1848. Students who correctly contextualize the documents will see that Letter B, describing a rather simple immigration process for large numbers of German immigrants, was likely written before Letter A, which calls for legislation similar to the Chinese Exclusion Act in an attempt to exclude Japanese immigrants. |
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