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HUMANITIES PORTFOLIO PROJECT
Dear Parents and Students,
The Humanities Department is beginning to plan for assessing our student’s growth and
academic successes through an electronic format. Instead of a final exam, students are expected
to complete a final project that will encompass all three Humanities subject areas. This project
will be a reflective piece based on concepts and skills covered during Humanities classes. To
showcase your personal and educational growth over the past year, you will reflect on your
experiences and create an electronic portfolio.
Using Prezi ( www.prezi.com), Youblisher ( www.youblisher.com) or PowerPoint, you will
demonstrate the skills you have mastered and some of the knowledge you have gained.
Samples of work, music, videos, pictures and other means of “showing” growth can be used as
part of the 10‐15 minute presentation.
The presentation has been broken down into the three subject areas to make it easier for
students to create the portfolio: Christian Education, followed by Social Studies then English.
A sample project is available for viewing in the Humanities section of the ND School website.
Portfolios will be presented during the week following the Victoria Day long weekend.
The project is valued at 10% in EACH of the three subject areas.
English Christian Education
Social Studies Oral
Presentation Electronic
Presentation 30 marks 30 marks 30 marks 5 marks 5 marks
Student’s signature: _____________________________
Parent’s signature: ______________________________
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Christian Education 8
Curriculum Outcomes The student will understand the Bible as God’s self-revelation and as a record of
God’s interaction with His people.
Read, interpret and apply Scripture to life.
Themes The students will reflect on their community service.
The students ill synthesize their understanding of the year‐ long theme of covenant as it applies to their personal relationships and their relationship to God.
Portfolio Questions:
KNOW:
1. Choose an Old Testament figure and discuss one challenge this person faced and how he/she overcame it.
2. How does their story apply to your life today?
LOVE:
1. How have your studies in Religion class helped you grow in your faith, or grown closer to God (what does it mean to grow in faith and provide 3 examples)?
2. Non‐Catholics: Reflect on what we have studied in class. Are there issues you feel
strongly about in a positive or negative way? Explain with examples.
SERVE:
1. Describe the benefits you have received from participating in community service hours.
2. How have you benefitted the community you helped?
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Name: ________________________
Mark: ____/30
Christian Education Portfolio Rubric
FULLY MEETS
GENERALLY MINIMALLY
DOES NOT MEET
CATEGORY MEETS MEETS
EXPECTATIONS EXPECTATIONS
EXPECTATIONS EXPECTATIONS
Love:
Define growing
Provides a Provides a
Provides a definition of definition of what definition of what it Provides a
in faith as it
what it means to grow it means to means to grow definition of
relates to your
in faith and provides 3 grow in faith and in faith and what it means to
covenant with
examples provides 2 provides 1 grow in faith
God
examples example.
3 personal
examples
Know:
Thinks about
characters Student identifies Student identifies
Identify 1 character and can character and can Student identifies Student can only
character
identify challenge
identify challenge
character and can Identify old
Identify
faced, discussed how
faced and
identify challenge testament
challenge faced
they overcame it and
discussed how
faced. character.
Discuss how
how it applies to own
they overcame
he/she life it.
overcame it
Application to
own life
Service: Describes community Describes
service and includes a community
Benefits of description of how the service Describes
service to self community benefitted and includes a community service Describes
Benefits of and how you have description of how and includes a community
service to connected the bible the community description of how services without
others (references) and topics benefitted and the community reflection
studied to your how you from benefitted
personal experience of participating in
service this service
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Social Studies 8
Curriculum Outcomes
Identify and clarify a problem, an issue, or an inquiry Compare daily life, family structures, and gender roles in a variety of civilizations
Describe a variety of diverse cultural traditions and world religions
Locate and describe major world landforms, bodies of water, and political boundaries on maps
Themes
It is important to look at the world around us and see how the past has affected the present. If we understand this, then we can be part of the future.
Portfolio Questions:
1. Research a current event providing an article summary that includes: Title of Article /Author/Date of Article/Source (website/publication)
Theme Geography/Culture/Government/Technology/Environment/Economics
Summary
List and Describe the People mentioned in the article
List and Describe the Places mentioned in the article
Explain the connection(s) between the article and what you have studied in Social Studies
2. Plot the current event on an appropriate country map labelling: Capital City
City where event happened, if different from Capital City
Major Mountain system in the country
Major River that runs through the country
Major Body of Water located near the country, if it is not landlocked.
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Current Events (Short Form)
Title of Article: _______________________________________________________________________ Author: __________________________ Date of article: __________________________________ Source: ___________________________________________________________(website/publication) Summary of Article:_________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ List and describe the people mentioned in the article: ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________ List and describe the places mentioned in the article: ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________
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Mapping:
Provide a map of the country where your news event occurred. Label the
following details on your map:
Map of the country
Capital city
City where event happened, if different from Capital city.
Major mountain system in the country
Major River that runs through the country.
Major body of water located near the country, if it is not landlocked.
Use the links below to help locate a map of the country you are looking for.
Make sure to use blank outlined maps when creating your map.
Canada:
http://atlas.nrcan.gc.ca/site/english/maps/reference
World Country Maps
http://geography.about.com/library/blank/blxindex.htm
Continents & Country Maps
http://www.worldatlas.com/webimage/testmaps/maps.htm
Current Event Links:
Use the following links to aid you in your research of your current event:
www.cnn.com Cable News Network
www.bbc.com British Broadcasting Corporation
www.nytimes.com The New York Times
www.ap.org The Associated Press
www.reuters.com/news Reuters News Service
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www.teachkidsnews.com Teaching Kids the News www.nationalgeographic.com National Geographic
Resources
Current Event Links
www.cnn.com Cable News Network www.bbc.com British Broadcasting Corporation www.nytimes.com The New York Times www.ap.org The Associated Press www.reuters.com/news Reuters News Service www.teachkidsnews.com Teaching Kids the News www.nationalgeographic.com National Geographic
Map Links:
Use the links below to help locate a map of the country you are looking for. Make sure to use blank outlined maps when creating your map. Canada: http://atlas.nrcan.gc.ca/site/english/maps/reference
World Country Maps http://geography.about.com/library/blank/blxindex.htm
Continents & Country Maps http://www.worldatlas.com/webimage/testmaps/maps.htm
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Name: ________________________
Mark: ____/30
Social Studies Portfolio Rubric
FULLY MEETS
GENERALLY MINIMALLY
DOES NOT MEET
CATEGORY MEETS MEETS
EXPECTATIONS EXPECTATIONS
EXPECTATIONS EXPECTATIONS
ARTICLE
Title of article, Title of article,
Title of article
CITATION
source, date and
No information
source and date and source
author
Summary clearly Summary Summary
Summary
and accurately describes article describes article
describes article
covers information clearly and with
but vital
SUMMARY
but is missing
from article with some detail. information and
detail. Theme is
great detail and Theme is theme is not
included
theme is included included mentioned.
CONNECTIONS Connection to 2 or Connection to 2 Connection to 1-2 1-2 concepts
TO SS 8 more concepts or more concepts concepts with mentioned but
explained in great
CONCEPTS
with some detail
limited detail.
not explained
detail
MAP
RELATED TO Related to the
Not related to the
CURRENT
article article
EVENT
OUTLINE MAP included Not included
Capital city, Capital city,
current event city, Capital city,
current event
major body of current event city Capital city and
city, major body
LABELLING
water, major river
and major body
current event city
of water and
ad major mountain of water correctly correctly labelled
range correctly major river labelled
correctly labelled
labelled
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English Language Arts 8
Curriculum Outcomes
Write meaningful personal texts that explore ideas and information
Write purposeful information texts that express ideas and information
Write effective imaginative texts to explore ideas and information
Select and use a range of strategies to generate, develop, and organize ideas for writing and representing
Select and use a range of drafting and composing strategies Select and use a range of strategies to revise, edit, and publish writing &
representing
Use metacognitive strategies to reflect on and assess their writing and representing
Use conventions in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry
Portfolio Questions:
1. Select two Persuasive paragraphs: one written between September - January a second one written between February - April
2. Apply the Persuasive Paragraph Rubric to both paragraphs
3. Describe ways your writing has developed/improved from September - April.
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Name: ________________________
Mark: ____/30
Language Arts Portfolio Rubric
FULLY MEETS
GENERALLY MINIMALLY DOES NOT
CATEGORY MEETS MEETS MEET
EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
APPLICATION OF
RUBRIC Completed
Did not complete
Highlighted
highlights in highlights in
sections indicate
BOTH rubrics BOTH rubrics
students
achievement
Has some
Clearly identifies success Attempts to Attempts to
strengths and identifying identify strengths
identify
DEVELOPMENT OF weaknesses in strengths and and weaknesses
strengths or
WRITING writing and
weaknesses in
in writing and
weaknesses in
Student clearly supports
writing and
supports
writing and has
describes writing argument of
supports
argument of
very weak or no
abilities from 2 growth with
argument of
growth with few
examples from
time frames examples from
growth with
examples from
the two
the two examples from the two
paragraphs
paragraphs the two paragraphs
paragraphs
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Name: ________________________
Mark: ____/30
Self – Assessment of Persuasive Paragraph Rubric
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Name: ________________________
Mark: ____/5
Electronic Portfolio Rubric
FULLY MEETS
GENERALLY MINIMALLY DOES NOT
CATEGORY MEETS MEETS MEET
EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
TIME FRAME
Falls within time frame
Well under/over
10-15 mins
+/- time frame +/-
Format is suitable for Format was
ELECTRONIC
the information
unsuitable for
FORMAT displayed the information
Format chosen
was unsuitable
for the
information
It is easy to locate
All important
displayed in
presentation.
It is easy to locate all all important elements are
It is difficult to
important element. elements. White present. White
Identify
AESTHETICS White space, graphic space, graphic space, graphic
important
elements (colour,
elements (colour,
elements (colour,
LAYOUT elements. White
lines) used effectively lines) used to lines) is ineffective
space, graphic
to organize material.
organize material.
tools for organizing
elements
Visuals, videos and Some of the materials. Visuals, (colour, lines) is
music add to the visuals, videos and videos and music
ineffective tools
presentation. music add to the detract from
for organizing
presentations. presentation.
material. Few
visuals and/or
music are used
and it confuses
the presentation.
There are 1-3
There are 4-5
There are more
There are no errors in than 5 errors in
errors in spelling, errors in spelling
spelling, punctuation spelling,
punctuation or punctuation or
EDITING
or grammar in the final
punctuation &
grammar in the grammar in the
draft of the final draft of the final draft of the grammar in the
Prezi/PowerPoint draft of the
Prezi/PowerPoint. Prezi/PowerPoint
presentation
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Name: ________________________
Mark: ____/5
Oral Presentation Rubric
CATEGORY
FULLY MEETS GENERALLY MEETS MINIMALLY MEETS DOES NOT MEET
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Facial expressions expressions and expressions and Very little use of
and body language body language body language are facial Expressions
AWARNESS generate a strong sometimes generate used to try or body Language.
interest and
a
to generate
Did not generate
OF AUDIENCE
enthusiasm strong interest and enthusiasm, but much interest in
about the topic enthusiasm about seem somewhat topic being
in others. the topic fabricated. presented.
in others.
Student is
Student seems The student is
pretty prepared but somewhat Student does not
completely
STRENGTH OF
might have
prepared, but it
seem at all
prepared and has
MATERIAL obviously needed a is clear that prepared to
couple more rehearsal was present.
rehearsed.
rehearsals. lacking.
Stands up Stands up
straight, looks straight and Sometimes
Slouches and/or
relaxed and establishes eye
stands up does not look at
confident. contact with
straight and people during the
DELIVERY Establishes eye everyone in the
establishes eye
presentation.
contact. Volume room. Volume is loud
is loud enough to enough to be contact. Volume can Volume can be
be heard by heard by some
be heard by heard and some
most lacking lacking audience
all and inflection inflection help
audience interest. interest.
help maintain maintain audience
audience interest. interest.