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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Source Subject Grade Level |
Global Food Show and Tell In this task, students will research and share different recipes and foods eaten in their country. This task includes: |
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Source Subject Grade Level |
Global Food Show and Tell In the Global Food Show and Tell task, students will share, compare, and contrast different types of foods eaten in their home countries. This task includes a possible classroom activity. |
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Source Subject Grade Level |
Good Citizens The Good Citizens task allows students to demonstrate their understanding of the characteristics of a good community member. Students will complete this task working in teams. The resource required for this task is a team answer sheet. This task is a part of the Social Organization task series from 2005 by NEMP. |
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Source Subject Grade Level |
Group Leaders The Group Leaders task allows students to demonstrate their understanding of the qualities of a good group leader. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are pictures of three groups. This task is a part of the Social Organization task series from 2001 by NEMP. |
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Source Subject Grade Level |
Haymarket Aftermath This task assesses students' ability to evaluate the relevance of contextual information for determining the motivations of an author. Students must select two facts and explain how they shed light on the cartoon's depiction of Illinois Governor Altgeld's pardon in 1893. Students with a strong understanding of contextualization will be able to explain how fears aroused by the Haymarket riot, and increasing tensions during the Depression of 1893, may help explain the cartoonist's work. 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 Subject Grade Level |
Heritage Around the World In this task, students will decide on any aspect of their Country's heritage to research. This task includes: |
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Source Subject Grade Level |
Heritage around the World/Patrimoine Mondial The Heritage around the World/Patrimoine Mondial task enables students to share the heritage of their country. Students will choose a topic relating to their country's heritage and illustrate the topic through descriptions, articles, films, videos, and audio documents. The Heritage can include architecture, stories, tales, oral traditions, dances, music, intruments, crafts, endangered species, endangered water reserves, climate changes experienced during our lifetime, and any other topics of interest. |
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Source Subject Grade Level |
Heroes of the War In this task, students will explore the concept of "heroism" and determine four heroes from the War of 1812 that deserve a monument. This task includes: |
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Source Subject Grade Level |
Hip Hop On The Spot The Hip Hop On The Spot task aims to unite young people from different countries by means of a collaborative musical and literary creation through hip hop, a street culture in which young people are the protagonists. The project begins with a theme for youngsters to write one RAP, speaking of iEARN, youth and collaborative creation. Lyrics should have 8 metric syllables. The rhyme should be posted to the project forum and the project facilitator will then organize completed lyrics for the full song and re-post to the forum. |
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Source Subject Grade Level |
Hip Hop on the Spot In this task, students will work together to write a rap abut youth cooperation. 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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