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.

Historical Significance of General Brock, Part 1

In this task, students will investigate historical significances in modern times through an activity on the 2012 Olympics. 

This task includes:
1. Task Description
2. Additional Resources: Learning goals, web resources, detailed lesson plan, video clips, worksheets

Immigration

This task assesses students’ ability to contextualize two historical documents and place them in the correct chronological order. 

Drawing on students' knowledge about the American immigration boom of the 1800's, students are asked to place two related documents in order--and explain their reasoning, in effect taking their thinking beyond the rote recall of event dates, names and facts. Sources include Document A--part of an editorial from a San Francisco newspaper published in 1916, and Document B--an excerpt from a book titled A Tour in the United States by Archibald Prentice-published in 1848. Students who correctly contextualize the documents will see that Letter B, describing a rather simple immigration process for large numbers of German immigrants, was likely written before Letter A, which calls for legislation similar to the Chinese Exclusion Act in an attempt to exclude Japanese immigrants.

Inca Fortification

This task requires students to weigh the values and limitations of a document as historical evidence, as it relates to resistance against Spanish rule by the Inca. Students well-versed in sourcing a document will be able to explain that a photograph of a native Inca fort is useful in that it provides some evidence of Inca fortification against Spanish attacks. However, for Question 2, Students will also observe that the photograph was taken centuries after the Spanish conquest of Tawantinsuyu-and explain how that fact limits the its usefulness as evidence of how the Inca resisted Spanish forces.

Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors.