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| Pre-task Activities | Resources
| Expectations |
| Exemplars & Sample Products |
Community Involvement |
  
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This rich performance task has been written to compliment the grade
4 medieval times social studies unit. It has been designed to be
a partner project allowing the students to work collaboratively,
linking their own strengths and talents to each others. This task
can also be done by the individual student or group if you would
prefer.
Before or when assigning the task, be sure to discuss the
following pages or topics:
- choosing a partner
- possible character topics and costume ideas
- where the billboards will be displayed
Before or when assigning the task, be sure to have covered the
following topics:
- the fuedal system and social structure
- taking on a role (drama)
During class time allow the pair some time to complete:
- thier market place banner (don't forget the roman numeral on
the corner)
- a short ad. explaining their craft that will appear in
the ONCE UPON A TIMES paper
- research - internet, text books, interest books and other reference
materials
From the student page, the students have access to a worksheet
page and checklist, as well as a number to useful pages to help
them work through their task. Please refer to all of the task links
for more details.
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In this performance task, the following expectations are
addressed and or evaluated:
Ontario Curriculum
Science & Technology
Expectations
Mathematics
Expectations
Social Studies Expectations
Language
Expectations
Religion and Family Life Expectations
Catholic Themes
Open
the Eastern Ontario Catholic Cooperative planner.
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Dignity of the Human Person
Created in the image and likeness of God, all human life is
sacred and all people have dignity. Human persons do not lose
dignity because of gender, disability, poverty, age, or race.
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Community and the Common Good
The human person realizes dignity and rights in relationship
with others, in community. "We are one body; when one suffers,
we all suffer." We are called to respect each other and
work for the good of others, the common good. |
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Preferential Option for the Poor and
Vulnerable
The God of Jesus Christ is above all a God who cares for the
poor and marginalized. A distinctly Catholic perspective on
the world maintains that we can measure the quality of any society
by the way its most poor and vulnerable are treated. |
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Human Rights and Responsibilities
Catholic teaching on the dignity of the person and the common
good imply that all people have a fundamental right to life,
food, shelter, health care, education and employment. They have
a right to participate in decisions that affect their lives.
Corresponding to this is the duty to respect the rights of others
in the wider society and promote the Reign of God. |
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Dignity of Work and Service
The Catholic Church teaches that human persons realize
themselves in work. The economy exists to serve people, not
the other way around. Workers have the right to: meaningful
work; safe working conditions; participation in decision making
processes which affect their work; security in case of sickness,
disability, unemployment or old age; and the right to form
unions. |
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Stewardship for Creation
God’s creation is a sacred gift, entrusted to
our care. This value has deep biblical roots in both the Hebrew
and Christian scriptures. Those “who practice stewardship
recognize God as the origin of life, the given of freedom and
the source of all they have and are and will be. They know themselves
to be recipients and caretakers of God’s many gifts. They
are grateful for what they have received and eager to cultivate
their gifts out of love for God and one another. |
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Love and Justice
A necessary condition for Jesus’ command of love
of neighbour is justice. Charity must manifest itself in actions
and structures that must respect human dignity, protect human
rights and facilitate human development. To promote justice
is to transform the structures that block love. Action of behalf
of justice is not an option but a constitutive dimension of
the Gospel. |
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Peace
Peace is the work of justice and the result of love. Much more
than the absence of conflict, it speaks of a harmony or shalom
which is fundamental to God’s original vision for all
of creation. |
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Hope
Hope is that virtue by which we take responsibility both for
ourselves and for the world. It is rooted in the fulfillment
of God’s promises in Christ. |
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Faith
“Faith is the
assurance of things hoped for, the conviction of things not
seen.”(Hebrews 11:1) The gift of faith assures us of God’s
steadfast and abiding love. At the same time, it is a reasoned
assent to revealed truth. |
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Mystery, Wonder and Awe
When the finitude of our human nature is confronted by the infinite
nature of our God, our responses may be as inspired as they
may be humbling. Yet humanity is called into an intimate and
loving relationship with our Creator. While we may lack a complete
understanding of that relationship, nonetheless the experience
always presents an opportunity for celebration. |
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task supports the selected Catholic Themes in the following
specific ways:
- Dignity of the Human
Person - It is essential that students learn
and practice the belief that all living things
deserve to have dignity, respect and kindness.
- Human Rights
and Responsibilities - Through the grade four
program on medieval studies, students learn
about how this basic respect was not always
given to all members of society. It is beneficial
for the students to identify these social injustices
and differentiate between then and how society
is today. During the middle ages, all members
of the town were required to work together to
reach the common good. Each member of the community
brought unique talents and treasures to make
the town function effectively. Through this
rich performance task, students will have the
opportunity to explore one such member of a
town and then share their amazing talents with
the larger class.
- Hope and Faith - Because
of the unrest that settled over most towns during
this time, many people relied on their faith
to maintain a happy, hopeful and calm lifestyle.
Students will have an opportunity to realize
the longevity of faith and its importance to
daily life now, during medieval times and in
the future.
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Ontario Catholic Graduate Expectations
PDF version
| Flash
version
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a discerning believer formed
in the Catholic Faith community who celebrates the signs and
sacred mystery of God's presence through word, sacrament, prayer,
forgiveness, reflection, and moral living. |
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an effective communicator who speaks, writes
and listens honestly and sensitively, responding critically
in the light of gospel values. |
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a reflective, creative and holistic thinker
who solves problems and makes responsible decisions with an
informed moral conscience for the common good. |
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a self-directed, responsible, lifelong learner who
develops and demonstrates their God-given potential. |
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a collaborative contributor who finds meaning,
dignity and vocation in work which respects the rights of all
and contributes to the common good. |
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a caring family member who attends to family,
school, parish, and the wider community. |
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a responsible citizen who gives witness to
Catholic social teaching by promoting peace, justice, and the
sacredness of human life. |
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task supports the selected Catholic Theme(s) in the
following specific ways:
- an effective communicator
- Working with other people always allows us
the opportuninity to learn more about ourselves
and our own learning. By allowing the student
to take on a character role, he/she is experiencing
medieval life from a unique point of view, encouraging
critical thinking.
- a reflective, creative
and holistic thinker - By taking on a character
role, the student is encouraged to regard the
social injustices that were predominate during
the middle ages.
- a collaborative
contributor - the student is gaining valued
experience working together with another student,
learning and developming opinions on how their
member of medieval society made a difference
to the larger community
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The goals of the guidance and career education program are that
students:
- understand the concepts related to lifelong learning, interpersonal
relationships (including responsible citizenship), and career
planning;
- develop learning skills, social skills, a sense of social responsibility,
and the ability to formulate and pursue educational and career
goals;
- apply this learning to their lives and work in the school and
the community.
Learning Skills
The learning skills identified below are highlighted in this task
and represent practical links for tracking student achievement and
for connecting learning to the guidance and career education program.
For more information on Learning Skills, you can access the Guide
to the Provincial Report Card or Learning
Skills Appendix D.
homework completion |
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initiative |
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class participation |
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cooperation with others |
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conflict resolution |
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goal setting |
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independent work |
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use of information |
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problem solving |
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Exemplars
and Student Products
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| Wherever possible, Rich Performance
Tasks have 'Real World' connections. By engaging participants
from the school and wider community, we can create experiences
for students that are authentic and highly motivating.
In presenting your students with a Rich Performance Task,
you may choose to invite the participation of family and community
members. For this task in particular, here are some suggestions
for how to provide 'real world'
connections for your students and the community:
1] Is there an occupation that lends
itself to natural exploration with this task?
2] Is there a presentation component
in this task? Do you have community members who might be interested
in being a part of a real world audience?
3] Are there opporunities for community
members to assist in providing materials to help make your project
more authentic?
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Publication
& Copyright Details
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Last updated on December 5, 2006.
Copyright © 2006 London District
Catholic School Board and its licensors.
All rights reserved.
This
Rich
Performance Task is modeled
on the WebQuest
format.
Keywords:
Teacher,
Rich Performance Task, RPT, Assessment, Catholic graduate
expectations, Designing a task, WebQuest
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