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Source Task

Source
Stanford Beyond the Bubble

Subject
History/Social Studies

Grade Level
6, 7, 8, 9, 10, 11, 12

Traders in the West

This task assesses whether students can source and contextualize a document.  Students must first examine an account of the interactions between American traders and Native Americans, then determine which facts can help them evaluate the account's reliability.  Strong students will be able to explain how Farnham's vested interest in the event (Fact 2) and in gaining territory for the American flag (Fact 3) may have shaped his telling of the incident.

Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors.

Source
Stanford Beyond the Bubble

Subject
History/Social Studies

Grade Level
6, 7, 8, 9, 10, 11, 12

Tupac Amaru II

This task assesses students' knowledge of the time period of native resistance to Spanish exploration (1700’s)—but rather than measure rote recall of decontextualized facts, this assessment requires students to make connections across time and construct an argument about how events are connected.

Students with a strong sense of the time period will explain that Túpac Amaru II led a rebellion against the Spanish, who conquered the Inca Empire under the direction of Francisco Pizarro. A strong response to the second question may explain that Amaru’s rebellion destabilized Spanish control over Peru, partially leading to Spain's defeat in the Peruvian War of Independence. Alternatively, students may identify the call for independence enunciated by Amaru during the rebellion as the inspiration and precursor to the Peruvian War of Independence.

Resources available for this task include downloadable PDF versions of both the assessment with source materials, as well as the Rubric containing benchmark descriptors.

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

Two Accounts of the Fall of New France

In this task, students will interpret two accounts of how the fall of New France in order to learn about competing narratives.

This task includes:
1. Task Description
2. Additional Resources: Detailed lesson plan, handout, student responses

Source
iEARN Collaboration Centre

Subject
Interdisciplinary, Art, Technology, English Language Arts

Grade Level
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

UNESCO World Heritage Sites

In the UNESCO World Heritage Sites task, students will explore and research the heritage of their country. In the forum, they will present their country and Unesco heritage sites, it's history, the tales about the place, and its meaning in their country's and the world's history.

Source
Stanford Beyond the Bubble

Subject
History/Social Studies

Grade Level
6, 7, 8, 9, 10, 11, 12

Unions in Paterson, New Jersey

This task gauges students' ability to source and contextualize a document. Students first listen to an excerpt from an interview with Marianna Costa, a union leader from Paterson, New Jersey. Students then analyze four historical facts and determine which ones can help discern whether Costa’s account of union accomplishments is historically reliable.

The task includes a range of supplementary materials, all accessible and available for download with the creation of a free account through the site:

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

Unit Wrap-Up: Community and Change and the War of 1812

In this task, students will explore the continuities and changes in the interpretations of the War of 1812 throughout the last two centuries. 

This task includes:
1. Task Description
2. Additional Resources: Learning goals, detailed lesson plan, appendix 1

Source
Performance Assessment Links in Science (PALS)

Subject
Science

Grade Level
5, 6, 7, 8

Unknown Liquids

In this task, students will design and carry out an experiment to decide which of the two given solutions is more dense. 

This task includes: 
1. Task Description 
2. Student Instructions
3. Scoring Rubric
4. Scored Student Work
5. Technical Quality Info

Source
Performance Assessment Links in Math (PALM), Performance Assessment Links in Science (PALS)

Subject
Science, Mathematics, Interdisciplinary

Grade Level
5, 6, 7, 8

Velocity

This task (in PALM and in PALS) focuses on Motions and Forces. Students must determine the average speed, by using the averages, that a toy car travels for three different distances. 

This task includes: 
1. Task Description 
2. Teacher Instructions
3. Scoring Rubric
4. Scored Student Work
5. Technical Quality Info

Source
iEARN Collaboration Centre

Subject
social studies

Grade Level
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Voyage (Volunteer of Youth Age)

The Voyage (Volunteer of Youth Age) task aims to arouse the awareness of the Youth to care for people and things all round us, such as our living environment, the orphans, the disabled students, the paralytics, and the victims of natural calamities at home and abroad. Its goal is to urge the Youth to take action and work out some ways to help the needy as volunteers. Students will create a diary report on volunteering, a photo collections on their youth service, make art work, write essays, and present a report.

Source
iEARN Collaboration Centre

Subject
Interdisciplinary, Art, Geography, History/Social Studies, English Language Arts

Grade Level
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Wall of Names

The Wall of Names task is designed to support student self-expression using various artistic devices and to teach them to cherish intercultural exchanges. This task includes discussion, research, writing, and creating art. The task includes a description of a possible classroom activity.

Pages

If you would like to recommend additional open-sourced performance task banks to be included in the database, or if you would like to report a broken link, please email Pai-rou Chen.