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Source Task

Source
iEARN Collaboration Centre

Subject
Interdisciplinary, Science, math

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

Connecting Math to Our Lives

In the Connecting Math to Our Lives task, students will explore how math is used in their communities and take action to promote greater equity in the world around them. This task includes several possible projects and classroom activities.

Source
Stanford Beyond the Bubble

Subject
History/Social Studies

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

Connections to the Philippine-American War

This task assesses students' historical knowledge in a way that transcends the rote recall of facts by asking students to draw on their knowledge of the past to construct an argument about how two events are connected. Question 1 asks students to connect the explosion of the USS Maine to the imprisonment of Filipinos by the American military in 1901. Question 2 asks students how the popularity of Social Darwinism in the US is likewise connected to the imprisonment of Filipinos in 1901.

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

Consequences of Tecumseh

In this task, students will read through primary and secondary documents to determine the consequences of the War of 1812.

This task includes:
1. Task Description
2. Additional Resources: Learning goals, detailed lesson plan, web resources, appendices 1-6

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

Continuity and Change in Memorials

In this task, students will compare the commemorations of the War of 1812 that took place in 1912 and 2012 and explore the continuities and changes that happened over time. 

This task includes:
1. Task Description
2. Additional Resources: Learning goals, detailed lesson plan, web resources, organizer, questions for appendix analysis, appendices A-E

Source
Stanford Beyond the Bubble

Subject
History/Social Studies

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

Creating Columbus Day

This task assesses students' ability to evaluate the relevance of contextual information for determining the motivations of an author. Students must select one fact, and explain how it sheds light on why President Harrison declared Columbus Day a national holiday in 1892.  Students with a strong understanding of contextualization will be able to explain how the fact that Catholic voters comprised an important voting block in the pending election might have affected Harrison's decision to honor an Italian Catholic explorer. 

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

Source
iEARN Collaboration Centre

Subject
Environmental Studies

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

Daffodils & Tulips

In the Daffodils & Tulips task, students in different parts of the world qwill plant bulbs together and collect data on various parameters (latitude, longitude, sunlight, temperature etc.) and track when they blossom. Classrooms around the world will choose Daffodil and/or Tulip bulbs to plant during the same week in November. Students will be asked to collect temperature data throughout the experiment and report to the group – in addition they will report when the blooms appear etc. The project can be as involved or as simple as the class needs it to be.

Source
iEARN Collaboration Centre

Subject
Science, Mathematics, History/Social Studies, Interdisciplinary

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

Daffodils and Tulips

In this task, students around the world will plant either tulips of daffodils, record data, and compare when they bloom. 

This task includes:
1. Task Description
2. Additional Resources: Classroom activities, web resources, video, student work examples

Source
Stanford Education Assessment Laboratory (SEAL)

Subject
Science

Grade Level
6, 7, 8, 9

Daytime Astronomy

In this task, students will solve location problems by mapping the path the sun takes from sunrise to sunset.

This task includes: 
1. Teacher Instructions
2. Student Notebook
3. Unit Outline
4. Scoring Form

Source
Stanford Beyond the Bubble

Subject
History/Social Studies

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

Debate Over the League of Nations

This task measures students’ ability to source and contextualize a document. Students read a 1919 opinion column from The Evening Missourian. Students must then select the two facts that help them determine whether the opinions expressed in the column were typical or atypical of American attitudes about joining the League of Nations at the time.

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

Declaration of Independence

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 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- and how this might affect its reliability.  

Students are asked to agree or disagree with a claim regarding the usefulness of a painting for historians who wish to understand the drafting of the Declaration of Independence. Students who understand the importance of when a document was produced will see that this painting is of minimal use for that purpose because it was produced over 50 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:

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.