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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 will 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

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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

www.teachkidsnews.com Teaching Kids the News www.nationalgeographic.com National Geographic

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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.