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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My Identity, Your Identity In this task, students will interact with their global peers and explain their country's traditional celebrations, monuments, and landmarks. This task includes: |
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My Mother, Your Mother In the My Mother, Your Mother task, students will research, write essays and poems, discuss, and draw heir own mothers. Topics will include their mother's role in their families, how she brought them up, and how she showed them how to become good members in their societies. Students will also research famous mothers in their countries. |
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My Mother, Your Mother In this task, students will participate in a series of activities that will help them appreciate appreciation for their mothers. They will discuss the roles their mothers play in their lives and research famous mothers around the world. This task includes: |
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My Name Around the World In this task, students will research naming processes in their culture and the significance of their own name. This task includes: |
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My Name Around the World Project In the My Name Around the World Project task, students will research and exchange information about their name and naming traditions in their country and community.They will explore and work on the following issues: process of name giving in their region, the history of this celebration, who takes part, and what this process means for students and for his/her parents and grandparents. |
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My School, Your School In the My School, Your School task, students will compare school life in different parts of the world. They will share information about the educational institutions they attend to with the aim of reinforcing their school identities by allowing their global peers to get an insight of how they live their school days in their own countries. |
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Napoleon's Retreat This task measures students’ ability to source a document. When historians interpret a document, they first look to find out who wrote it and when. This information presents important clues about whether the source provides reliable evidence about the past. This assessment gauges whether students understand an important aspect of sourcing: the time elapsed between when a document was produced and the event that it depicts. Students who understand the importance of when a document was produced will see that the image of The Burning of Moscow is of little use to historians who wish to understand Napoleon's invasion of Russia, because it was produced over 80 years after the event. The task includes a range of supplementary materials, all accessible and available for download with the creation of a free account through the site:
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Narnia and CS Lewis In the Narnia and CS Lewis task, students will read the "Chronicles of Narnia", watch the film, discuss the religious aspects of the book, compare it with other similar books, and make drawings related to the book and the "Chronicles of Narnia" films. These books have very hight educational value and can stimulate students to think about right and wrong. |
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Narnia and CS Lewis In this task, students will discuss the Narnia series by CS Lewis with their global peers. This task includes: |
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National Toys In this task, students will research their country's national toys. They will then construct that toy and provide detailed instructions so that their global peers may participate. This task includes: |
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.
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