Source The Historical Thinking Project (Canada)
Subject History/Social Studies
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
The FLQ - Was the Wars Measure Act a Necessity or an Over-reaction?
In this task, students will develop a historical argument on whether or not they believe the invocation of the War Measures Act was just or not.
This task includes:
1. Task Description
2. Additional Resources: Detailed lesson plan, web resources, rubric, handouts
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
The First Thanksgiving
This task measures students’ ability to source a document. When historians interpret a document, they look at who wrote it and when. Source information presents clues about whether the document provides reliable evidence about the past. This task gauges whether students understand an important aspect of sourcing: the time elapsed between when a document (in this case, a painting) was produced, and the event it depicts. To accomplish this, students must agree or disagree with a claim about the usefulness of the source, and explain their thinking.
The task includes a range of supplementary materials, many available for download with the creation of a free account:
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Source West Virginia Teach21 Project Based Learning
Subject Music
Grade Level 5, 6, 7, 8, 9, 10, 11, 12 |
The Function of Form
In this task, students will explore compositional form by improvising and writing compositions.
This task includes;
1. Task Description
2. Additional Resources: Standards, web resources, rubrics, guidelines, guide to managing the process
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
The KKK in the 1870's
This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how an 1872 editorial describing the organization of the Ku Klux Klan, and a testimony given before Congress describing Klan intimidation, both support the conclusion that Americans were concerned about the KKK during the 1870's.
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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Source National Monitoring Study of Student Achievement (NMSSA, New Zealand)
Subject History/Social Studies
Grade Level 3, 7 |
The Map
The Map task allows students to demonstrate their knowledge of the map location of eleven prominent places throughout New Zealand. Students will complete this task working in stations. The resources required for this task are eleven postcards on New Zealand places and eleven stickers with place names and arrows.
This task is a part of the Knowledge task series from 1997 by NEMP.
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Source High Tech High School
Subject History/Social Studies, Humanities, Interdisciplinary
Grade Level 7 |
The Mayan Community Project
In this task, students will extensively research the Mayan culture and create an A-Z children's book with what they've learned. The class will sell their books as a fundraiser to help children in Mayan communites attend school.
This task includes:
1. Task Description
2. Student Work: 3 examples
3. Additional Resources: Assessment Activities, timeline, required materials, learning goals, teacher reflections, student resources, Mayan PowerPoint presentation
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Source National Monitoring Study of Student Achievement (NMSSA, New Zealand)
Subject Writing
Grade Level 3, 7 |
The Plum Tree
The Plum Tree task allows students to demonstrate their ability to write a story ending. Students will complete this task working in stations. The resources required for this task is a video recording and a laptop computer.
This task is a part of the Expressive Writing task series from 2006. This task is classified as a trend task by NEMP. Trend tasks are used to examine trends in student performance: whether they have improved, stayed constant or declined over the four-year period since the previous assessments.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, Health and Physical Education, Interpersonal Development, Art, Communication
Grade Level 7, 8 |
The Right Moves
The The Right Moves unit includes an introduction, the learning focus, 6 teaching and learning activities, assessment criteria, and resources.
Unit description from source: In The right moves students work cooperatively in teams to develop, analyze and implement group tactics. Students use cooperative learning tasks to identify, understand and develop key concepts that lead to an appreciation and demonstration of tactics in team games. Students analyse games and collect data to assess their performances. Students are introduced to European handball. They analyze a series of structured physical activities to develop basic attacking and defensive skills that are used in team games including European handball and create a media product that communicates their understanding of rules and tactics to a specific audience.
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Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
The Role of Women
This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how a conservative political cartoon about women's societal roles, and feminist writing by radical feminist Charlotte Perkins Gilman, both support the conclusion that many Americans opposed the shift of women's roles from the private sphere to the public.
Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors. Also included are links to the original primary sources through the Library of Congress.
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Source iEARN Collaboration Centre
Subject History/Social Studies
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
The Teddy Bear Project
The The Teddy Bear Project task aims to foster tolerance and understanding of cultures other than your own. After teachers register, the facilitator matches each class with a partner class. the classes send each other a Teddy Bear or other soft toy by airmail through the normal postal system. The "bears" will send back diary messages by email or through the iEARN Teddy Bear Forum at least once a week. The students will write the diary messages from the "bears", pretending they are the visiting bears describing their experiences in the new culture.
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