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