Social Advocacy and Media Rich Performance Task

Support Notes for Teachers Catholicity: Throughout this unit, Catholic social teachings are used to strengthen the ideas of advocacy, stewardship, and global citizenship. It is the aim of this activity not only to promote these teachings and Gospel values but to also have students work actively, creatively, and critically with these teachings. This project offers students the opportunity to combine their experiences with the values instilled in us by our Catholic faith to produce unique media forms that reflect the values and principles of our faith. Throughout this activity, there are many examples of individuals who have used their international fame to advocate for a variety of global issues. However, there are many examples of Canadian figures who have promoted advocacy for a variety of issues (David Suzuki, Ryan Hreljac from Ryans Well, Stephen Lewis). Additionally, there are thousands of local examples including those who have dedicated their lives to working for charities and other justice organizations aimed at promoting positive change. All of these examples could be incorporated to enhance the students experience with this activity.

Assessment and Evaluation: Throughout this activity there are a variety of rubrics and assessment tools for the tasks that have been outlined. These rubrics also include opportunities to assess student learning skills. The overall assessment and evaluation of the activities in the Rich Performance Task (RPT) are the individual responsibility of the classroom teacher and should incorporate: - the teachers professional judgement; - sound assessment for/as/of learning practices; - the curriculum expectations from the Ontario Ministry of Education curriculum documents, the Religion curriculum documents, and the Ministry Achievement Charts. Copyright Permissions: We have been granted permission from various authors/creators to use material included in this package. It is essential to note that this permission extends only to in-school use and use related solely to this project. All images, music, and movies must be used only in relation to this project. Any use of these materials outside of this context is a breach of the copyright permission that has been provided. This permission applies to all of the material from the following sources: Red Sector A by Rush (audio, lyrics, and any other representations); Amnesty International advertisements; Genocide Prevention Network.

Suggested Timeframe to Complete the Rich Performance Task: This rich activity is cross-curricular and could be implemented over the course of several weeks. However, it is not required that all pieces of this activity be completed as a holistic unit of study. Based on class size, comfort level, and a variety of other factors, the project in its entirety may not be suitable. It is important to note that each of the tasks in the RPT are designed to promote different skills and fundamental understandings related to the final culminating activity.
The chart below offers a practical and realistic timeframe to complete the RPT in its entirety.

TASK 1 2 3 4 5 RPT

INSTRUCTION 3 X 40 minute periods 2 x 40 minute periods 3 x 40 minute periods 3 x 40 minute periods. 4 x 40 minute periods 1 X 40 minute periods.

INDEPENDENT WORK 3 x 40 minute periods. 4 x 40 minute periods. 2 x 40 minute periods. 3 x 40 minute periods. 2 x 40 minute periods. 4-6 X 40 minute periods.

ASSESSMENT AND EVALUATION Journal Assignment Statistics of the Holocaust Journal Assignment Drama Activity Journal Assignment Nelson Literacy options PowerPoint Music Video Deconstructing Commercials Deconstructing Advertisements Poster Commercial Presentation

Additional Support: If you require any additional support with any of the strategies or technology in this project, feel free to contact your Curriculum Support Teacher for your Family of Schools.

For Computer Software Support please contact your Curriculum Support Teacher for Technology associated with your Family of Schools: Elaine Ernewein(St. Marys, RMC, MT, RMC) and Linda Vandeven(Holy Cross, STA, JPII, St. Josephs)

Acknowledgements: A special thanks to Joe Bezzina for offering many insights and ideas that have served to truly enrich this Rich Performance Task. Thank you to Katie Ferri (Sir Arthur Carty), Susan Pellerin (St. Mark), Elaine Ernewein (Program Department), Connie Rice (Program Department), Shari Bastiaansen, Chris Quinn (Program Department), and Ronan Heffernan (Program Department) for their guidance and assistance in guiding this project to its completion. Finally, thank you to Suzanne Terpstra and Sharon Wright Evans for their support with this project.