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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Morale after Fredericksburg This is a two-part task asking students to source and corroborate a primary source letter from a Union soldier describing low morale among Union soldiers after the Battle of Fredericksburg during the Civil War. Question 1 asks students to evaluate whether the source provides sufficient evidence to demonstrate the morale of the entire Union Army. To answer this question, students must source the document to determine whether the author represents all Union troops. Question 2 asks students to evaluate whether additional documents would corroborate the letter. 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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Music of the World In this task, students will collaborate in creating an original song using instruments from around the world. Each age group will have a specific task in creating the song as a whole student body. This task includes: |
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Music of the World In the Music of the World task, students will work together to create and perform an original song, using instruments from around the world. This task includes several possible classroom activities. |
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Musical Conversations in Concert In this task, students will create their own musical "conversation" and perform it for the class. This task includes: |
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My City and Me In this task, students will share the environmental, social, and cultural aspects of the cities they live in with their global peers. This task includes: |
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My City and Me In the My City and Me task, students will learn about cultural, social and environmental aspects of the cities we live in. Students will make survey about advantages and disadvantages of living in the city and make presentations about the city ( cultural aspect). They will conduct research about what youth can do to improve their city life (social aspect). |
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My Country In this task, students will express themselves through multiple forms to their global peers. They will learn to understand each others' lives in various countries. This task includes: |
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My Country In the My Country task, students will express themselves through essays, drawings, poetry, on different aspects of their country. Students throughout the world can participate in the project by writing, drawing or sending pictures about population, culture, surface, agriculture, industry, economy, and environment. |
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My Country Flag In this task, students will write essays and discuss their county's flag and the meaning of the colors used. This task includes: |
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Source Subject Grade Level |
My Country Flag In the My Country Flag task, students will discuss their own country flag, their history, what the colors of their own flags connote, and what changes their flags have undergone during different phases of history. Students will research their own country flags, its color, what it means, what it signifies, why some changes have been made to their flags, and its purpose. At the same time, they will widely exchange information with students from different parts of the world and learn about their flag and history. |
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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