Religion HRE 4OI Culminating Activity – January 2014 Assessment Social Justice Tabloid Task • create a tabloid (small newspaper) based on the content of this course • apply what you have learned during the course • use your notes, your assignments, the textbook and handouts •circle at least 8 of the following concepts we learned about in class – you must include the concepts that are underlined •assign a writing style to the concept •create a tabloid using the concepts chosen and writing styles •THIS PROJECT MUST BE COMPLETED IN CLASS DURING THE ASSIGNED PERIODS CHOOSE 4 FROM GROUP A: Human Dignity Sacrament Discrimination Stereotype Racism ‘7 Catholic Social Teachings’ Exclusion Prejudice 2 Feet of Justice 4 marks of the Church Retributive vs. Restorative Justice Cultures of Life and Death CHOOSE 4 FROM GROUP B: Erickson’s 8 Stages of Development Same-sex orientation 10 Commandments Conscience Family Life Cycle Stewardship of the Earth The dignity of work and rights of workers Suffering/Responses to Suffering Circle of Faith 3 dimensions of the Church Consistent Life Ethic Newspaper Writing Styles (all 8 must be used) 1. News story, News article – facts, information, picture, 5 w’s 2. Personal Interest story – Biography. Real people overcoming obstacles, facing challenges, inspirational stories. 3. Letter to editor – voice your opinion to readers on an issue 4. Advice column – someone writes in with a problem and someone writes back with advice. (you need to provide both problem and advice) 5. Advertisement – using graphics, pictures, bullets trying to sell some product or service to the reader (bible ad for example) 6. Comic strip – a strip is a series of blocks that tell a story and get a message across. (for this paper it does not have to be funny) you can do seven blocks representing 7 Themes of CST, for example. 7. Crossword Puzzle - Need to include at least 5 down and 5 across words or phrases with clues. 8. Obituary – this is a write up about someone who has died, it informs the reader about what this person did throughout their life. Student self-assessment: Criteria Level Reasons why you deserve this level I used my time well 1 2 3 4 This project shows what I have learned 1 2 3 4 My work is neat and edited 1 2 3 4 1 2 3 4 1 2 3 4 I used my notes and handouts to complete this project This is my best work Expectation Knowledge/Understanding Students demonstrates specific knowledge and understanding of course content (e.g., facts, terms, definitions, Church teachings) Thinking/Inquiry Use of critical/creative thinking processes (provides support and necessary detail), provides quotations as necessary Application Making connections between Religious Education and their world (e.g., moral issues; ethically based problems; social justice issues) Communication Communication of information and ideas for different audiences and purposes using various forms of communication 50-59% Level 1 60-69% Level 2 70-79% Level 3 80-100% Level 4 Student demonstrates limited knowledge and understanding of course content Student demonstrates some knowledge and understanding of course content Student demonstrates considerable knowledge and understanding of course content Student demonstrates thorough knowledge and understanding of course content Student demonstrates limited use of critical/creative thinking processes Student demonstrates some use of critical/creative thinking processes Student demonstrates considerable use of critical/creative thinking processes Student demonstrates thorough use of critical/creative thinking processes Student makes limited connections between Religious Education and their world Student makes some connections between Religious Education and their world Student makes considerable connections between Religious Education and their world Student makes thorough connections between Religious Education and their world Communicates information and ideas with limited clarity Uses language conventions (eg. spelling) with limited accuracy Communicates information and ideas with some clarity Uses language conventions (eg. spelling) with moderate accuracy Communicates information and ideas with considerable clarity Uses language conventions (eg. spelling) with considerable accuracy Communicates information and ideas with a high degree of clarity Uses language conventions (eg. spelling) with a high degree of accuracy