HRE2O
Independent Study Walden.pdf
Exemplar PowerPoint Presentation
HRE2O Grade 10
Religion Culminating Activity
The culminating activity is your opportunity to use your
abilities and skills to expand on the knowledge that you have gained throughout
the grade 10 religion course regarding the issue of social justice. There are
many different ways to do your activity, so choose the format that best suits
your abilities and interests. The project must include your learning from the
course, as well as additional information that you sought out on your own. Be
creative, have fun, and plan carefully. You may share your work with the class.
The teacher will notify all work periods in advance.
The culminating activity is worth 15% of your final grade.
Assignment:
You are to develop a presentation to inform and move a group of
people to action regarding a current social justice issue. You may advocate for
an existing group or develop your own new movement. Your mark will
reflect the presentation in three major areas:
|
Dignity of the Human Person |
·
This principle is at the center of social justice
·
In the Catholic Social vision the human person is central
·
The clearest reflection of God is among us
·
Each person possesses a basic dignity that comes from God, not from
any human quality, accomplishment, race, gender, age or economic status
·
The test of every institution or policy is whether it enhances or
threatens human life and human dignity
·
Catholic Social teaching believes that people are more important than
things
|
|
  Respect
for Human Life
|
·
Every stage of life, from womb to tomb is precious and worthy of our
respect and protection
·
This respect and protection must occur from conception until
natural death
·
Life is to be protected for each stage and development of an individual’s
life
·
We must always support a culture of life
|
|
Call to Family, Community and Participation  |
·
The person is not only sacred, but social
·
We realize our dignity and rights include a relationship with others in the
community
·
The family is at the center of community and is the basic cell of society;
it is where we learn and act on our values. It needs to be
supported, not undermined
·
We also have the right and responsibility to participate in and contribute
to the broader communities in society (for example: voting)
·
A central test of political, legal and economic institutions is what they do
to people, what they do for people and how people
participate in them
|
|
  Rights
and Responsibilities
|
·
Each person has basic rights and responsibilities
·
These include the right and freedom of conscience and religious liberty
·
To raise a family, to immigrate, to live free from unfair discrimination, to
have a share of earthly goods sufficient for oneself and one’s family
·
People have a fundamental right to life and to those things which make
life truly human – food, clothing, housing, health care, education,
security, social services and employment
·
Along with these rights are
duties and responsibilities – to one another, to family, and to a larger
society
·
When we have these rights we have a responsibility to ensure all
persons have these rights. |
|
Common Good
 |
·
Working towards the common good mean making choices that are most
beneficial for all people involved
·
The Catholic Church teaches that the common good entails three essential
elements:
1) Respect for the Person
2) Social Development and Well-being
3) Peace
·
Our government officials must take all of these into account for any moral
or social decisions we make
|
|
Preferential Option for the Poor and
Vulnerable
|
·
The poor and vulnerable have a special place in Catholic Social teaching
·
A basic moral test of a society is how its most vulnerable members
are faring
·
The Parable of the Last Judgment (Mt. 25) – our tradition calls us to put
the needs of the poor and vulnerable first
·
We are called to respond to the needs of all our sisters and brothers, and
those with the greatest need require the greatest response
·
Creative ways must be sought to expand the emphasis on every
individual’s rights and freedoms by ensuring, through societal structures
(i.e. government) that the basic requirements for life with dignity are
accessible to all
|
|
Dignity of Work and Rights of
Workers
|
·
Work is more than a way to make a living, it is an expression of our
dignity and a form of contributing participation in God’s creation
·
People have the right to decent and productive work, to decent and fair
wages, to private property and to economic initiative
·
Workers have the strong support of the Church in forming and joining
unions and worker associations of their choosing in the exercise of their
dignity and rights
·
In Catholic teaching, the economy exists to serve the people; the
people do not exist to serve the economy
|
|
Solidarity |
·
We are one human family, whatever our national, racial, ethnic,
economic and ideological differences
·
We are our brother’s and sister’s keepers, no matter where they are in the
world (“the global family”)
·
Violent conflict and the denial of dignity/rights of people anywhere
on the globe diminish all of us
·
Pope John Paul II expresses the core of the Church’s concern for world
peace, global development, environment and international human rights
|
|
Stewardship |
·
We are called to protect the people and the planet; living in relationship
with humanity and the earth
·
We are called to be environmentally aware of what is going on around us
(i.e. our consumption and waste)
·
A steward is someone who handles affairs for someone else – God entrusted
the earth to Adam and Eve and their offspring
·
We must take care of all of God’s creation and have an “attitude of
gratitude” for our providing planet
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Catholic Principles of Social Justice
Knowledge/ Understanding |
Has more than sufficient amount of social justice points |
Has sufficient amount of social justice points. |
Has a few social justice points. |
Only one or no social justice points are used. |
|
Effectiveness
Knowledge and Understanding |
Project includes all material needed to gain a comfortable
understanding of the topic. It is a highly effective evaluation of the
title. |
Project includes most material needed to gain a comfortable
understanding of the material but is lacking one or two key elements. It is
an adequate evaluation of the title. |
Project is missing more than two key elements. It would make
an incomplete evaluation of the title. |
Project is lacking several key elements and has inaccuracies
that make it a poor evaluation of the title. |
|
Background
Communication |
Background does not detract from text or other graphics.
Choice of background is consistent and is appropriate for the topic. |
Background does not detract from text or other graphics.
Choice of background is consistent from card to card. |
Background does not detract from text or other graphics. |
Background makes it difficult to see text or competes with
other graphics on the page. |
|
Originality
Communication |
Presentation shows considerable originality and
inventiveness. The content and ideas are presented in a unique and
interesting way. |
Presentation shows some originality and inventiveness. The
content and ideas are presented in an interesting way. |
Presentation shows an attempt at originality and
inventiveness on 1-2 cards. |
Presentation is a rehash of other people's ideas and/or
graphics and shows very little attempt at original thought. |
|
Text - Font Choice & Formatting
Communication |
Font formats (e.g., color, bold, italic) have been carefully
planned to enhance readability and content. |
Font formats have been carefully planned to enhance
readability. |
Font formatting has been planned to complement the content.
It may be a little hard to read. |
Font formatting makes it very difficult to read the
material. |
|
Spelling and Grammar
Communication |
Presentation has no misspellings or grammatical errors. |
Presentation has 1-2 misspellings, but no grammatical
errors. |
Presentation has 1-2 grammatical errors but no misspellings. |
Presentation has more than 2 grammatical and/or spelling
errors. |
|
Content – Accuracy
Thinking/Inquiry |
All content throughout the presentation is accurate. There
are no factual errors. |
Most of the content is accurate but there is one piece of
information that might be inaccurate. |
The content is generally accurate, but one piece of
information is clearly flawed or inaccurate. |
Content is typically confusing or contains more than one
factual error. |
|
Bible Values
Thinking/Inquiry |
More than sufficient Bible quotes illustrate the content and
are referenced by book, chapter and verse. |
Sufficient Bible quotes illustrate the content and are
referenced by book, chapter and verse. |
Has a few Bible references; some book and chapter references
are used. |
Has one or no Bible reference. |
|
Sequencing of Information
Application |
Information is organized in a clear, logical way. It is easy
to anticipate the type of material that might be on the next card. |
Most information is organized in a clear, logical way. One
card or item of information seems out of place. |
Some information is logically sequenced. An occasional card
or item of information seems out of place. |
There is no clear plan for the organization of information. |
|
Use of Graphics
Application |
All graphics are attractive (size and colors) and support
the theme/content of the presentation. |
A few graphics are not attractive but all support the
theme/content of the presentation. |
Graphics are attractive but a few do not seem to support the
theme of the presentation. |
Several graphics are unattractive AND detract from the
content of the presentation. |