Course
Profile World
Religions: Beliefs and Daily Life, Grade 11, Open, Public
Unit 3: A Western Religion
Time: 25 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4
Students
explore one of the significant “western” religious movements, namely, Judaism,
Christianity or Islam, originating from the geopolitical region identified as the
Middle East. The teacher is encouraged to include a brief overview of Middle
Eastern religions and their origins to illustrate the importance of this region
and to help students broaden their comparative religious knowledge. This unit
presents a gradual increment in the core approach to religions used in Unit 2. An
Eastern Religion, whereby students used the organizational headings of
beliefs, practices, and issues. The students will build on their knowledge and
skill from Unit 3 when they study Unit 4: Other Approaches to Spirituality: A
Comparison to explore a wider comparison of religions. Also, it offers a
progression that includes independent skills and application to Unit 5: A
Religious Journey.
This
unit builds on knowledge, skills, and values presented in the introduction,
Unit 1: Religion in a Global Context, and on the core approach used with
Unit 2: An Eastern Religion. It is a linking unit that assists students with
the comparative component of studying two or three religions in Unit 4: Other Approaches
to Spirituality: A Comparison; and it also includes thinking, communication and
application skills for the culminating task in Unit 5: A Religious Journey.
The
unit continues with the flexible approach that offers many choices. These
include content depending on community resources, and offering varied
activities so that students have opportunities to succeed. Teachers are
encouraged to continue with a variety of assessments, which should include
diagnostic, formative, and summative assessments, and which are suggested in
the unit. It also focuses on writing as the communication skill in the
summative essay assessment, “Being Jewish Today.”
The
unit explores the dynamics between religions and investigates the implications
that may arise as a result. It introduces the concept of covenant as a
spiritual relationship. The unit also explores certain challenges, which may be
implicit because of the beliefs and practices of ‘belonging’ to a religious
faith.
Specifically,
the unit addresses the ‘western’ religion of Judaism because of its
chronological place in the Middle East and because of the historical and
current events connected to this religion.
Note: As is the case with several
religions, the issues examined here will demonstrate the geo-political
implications of the religious history. Teachers should make every effort to
ensure that the discussion centres on aspects of the religion as a central
issue when themes of political and cultural conflict emerge. If the teacher chooses Islam or
Christianity, s/he will have to develop alternate resources to deal with the
design of the unit.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1.
Origins: Jewish Belief in a Covenant with God |
4 hours |
RB1.02,
RB1.03, RB2.02, RBV.02, DLV.O5, IS1.03 |
K/U; T/I |
Develop
personal, informal/formal and religious covenants using a comparative
organizer |
|
2.
Practices: A Group Presentation of A Jewish Practice |
7 hours |
FCV.03,
RBV.03, ISV.03, RB3.03, IS1.02, IS1.06, RB3.04, FC1.02, FC1.06, RB3.05,
MSV.02, MS1.03, MS1.04 |
K/U; C; T/I |
Group
research leading to an oral presentation |
|
3. Issues In Judaism |
4 hours |
ISV.01, ISV.03, RB1.03, DLV.02, DLV.05,
DL1.04, DL2.02, DL2.03 |
T/I; A; C |
Creating ‘interviews’ by developing questions
of inquiry, possible answers and role-playing to dilemmas found in videos |
|
4.
Performance Task: Research and Argumentative Essay- “Being Jewish Today” |
10 hours |
RB1.01,
IS1.02, IS1.06, MS1.04, DLV.05, DL2.04, DLV.06, ISV.01, RB4.02 |
K/U; T/I; C |
‘Heirloom’
scenario Geopolitical
look at Mid-East Diaspora by developing a classroom essay organizer Argumentative
essay |
Time: 4 hours
This unit
focuses on the importance in Judaism of a covenant between God and the Jewish
people. Students begin this examination by considering the components necessary
for the development of a contract-like relationship. In particular the
components of goal-setting, planning, and assessing levels of achievement are
considered by the student. The activity begins at a personal level and
continues with an analysis of a spiritual relationship of a people with God.
Applying critical-thinking and problem-solving skills to personal and social
situations continues the development of life-skills that are emphasized
throughout the World Religions Open course. These skills are then used to address
biblical teachings which identify the origins and significance of Jewish belief
in a covenant between God and the Jewish people.
Strand(s):
Exploring
Religious Beliefs, Religion and Daily Life, Exploring the Milestones of Life,
Research and Inquiry Skills
Overall
Expectations
RBV.02 -
explain the nature of several significant beliefs from each of the religions
studied;
DLV.05 -
apply critical-thinking and problem-solving skills to personal situations, work
situations, and social issues as they relate to the religious traditions or
principles of various groups.
Specific
Expectations
RB1.02 -
identify major figures from the history of various religions, and be able to
explain the contributions these figures made to their religion;
RB1.03 -
recount in their own words some significant episodes from the history of each
of the religions studied;
RB2.02 -
demonstrate an understanding of the perceived nature and role of the
supernatural in various religions;
IS1.03 -
use primary and secondary sources appropriately in conducting research;
Students
will have acquired some background knowledge on origins in Unit 1: Religions in
a Global Context with respect to personal values and what people believe and in
Unit 2: An Eastern Religion on beliefs within the religion. Students are
expected to have previous practice using comparison organizers.
There
are three types of covenant: personal covenant (with self), social covenant
(relationship with another) and legal covenant (lease, contract). This includes
the realization that “contract” refers to things, and “covenant” refers to
relationships with people. The idea of a personal contract will be used to
introduce the concept and provide a foundation for study. In an open course,
students will come to an understanding of covenant if they are first provided
with examples from their own lives and within their communities.
Teachers
need to familiarize themselves with the biblical teachings of Noah, Abraham,
and Moses for understanding Judaism and for use in the organizer in Appendix
3.1.1 – Commitments, Agreements, and a Covenant. Teachers who make connections
to the origins of Christianity (Adam and Eve, Jesus) and of Islam (Mohammed)
will provide students with an extended knowledge of the relationship between
these three major religions within the Middle East. Teachers should be aware
that not all textbooks provide this information. See Resources for additional
supports.
1. The teacher begins the activity by reminding
students that the religious movement that they have just finished studying in
Unit 2 was selected as an example of an Eastern Religion. Judaism is then
introduced for examination as the religious movement to be studied in Unit 3.
2. In a teacher-centred discussion the students
identify examples of “New Year’s Resolutions”. The teacher asks the students to
explain why people make these resolutions and establish how someone determines
whether they have successfully kept or failed at keeping resolutions made at
the beginning of the year. In this discussion the teacher assists the students
in their learning that a clear goal must be set, a plan of action including
conditions must be identified, and a method of determining achievement must
also be decided on.
3. Step 1: Using the sample organizer provided
below (Appendix 3.1.1), each student is asked to fill-in the first row by
identifying a resolution or commitment s/he made to himself or herself at some
time in the past. The teacher may model examples of some situations where
people make personal commitments, such as study habits at the beginning of a
school year, performance in an extra-curricular activity, behaviour with
friends or at a party, etc.
4. Using another teacher-led discussion students
identify examples of situations where individuals make commitments or enter
into agreements informally with people they know. For example, a son/daughter
promising to be home at a particular time or friends making a commitment to go
and see a specific movie. The teacher should point out similarities between
these informal agreements made between two or more people and the resolutions
made privately, such as discussed above. Specifically goal-setting, planning,
and assessing achievement in each of these situations is drawn to the students’
attention.
5. Step 2: Each student is then asked to provide
an example of an experience s/he has had into entering into an informal
commitment with another person. The second row of the organizer is completed
showing common structural components of commitments to themselves as well as to
others.
6. The teacher should hand out the document
found in Appendix 3.1.2, “A Formal Agreement: A Marriage Contract”. S/he
explains to the students that in many circumstances it is necessary to
formalize commitments made between individuals and/or groups. In particular,
this is necessary when the result of not doing so can lead to a detrimental
outcome, such as personal financial loss or destruction of a relationship.
Subsequently, the students are asked to examine the “marriage contract”
provided which, when signed by each party and witnesses, becomes a legally
binding agreement. A teacher-centred discussion may ensue about the
appropriateness of two individuals entering into such an agreement in addition
to their marriage vows.
7. Step
3: The students work in pairs or as an entire class to complete the third row
of the organizer, identifying the goals of any marriage contract, the nature of
planning how to fulfil this legal agreement, and the outcome of successfully
fulfilling the contract or the results of failure to meet all terms
satisfactorily.
8. At this point the teacher reviews what has
been learned regarding the nature of commitments to oneself and informal and
legal agreements made with other parties. The teacher then introduces the
importance of these same structures in terms of people’s religious beliefs in
particular to a God. More specifically, the students learn that the belief of
an explicit agreement with God is central to Judaism as a religious movement.
The term “covenant” is introduced here to express this agreement or commitment
between the Jewish people and God.
9. Step 4: The teacher may choose to have the
students work collaboratively using learning centres or some form of jigsaw
method to complete Step 4 concerning the biblical teachings of Noah, Abraham,
and Moses as they relate to the creation of a covenant with God. Please note
that while the Resources section provides guidance regarding the required
materials some books may not include all references.
10. After reviewing the answers for each biblical
teaching in a teacher-centred discussion, students then speculate on the
reasons for the importance of the covenant with God for the Jewish people. The
teacher needs to remind the students of the emphasis here on the importance of
goal-setting, planning and determining levels of achievement for Jews making a
commitment to, and entering into a covenant, with God.
11. Finally, the students consider through
discussion the importance of and the difficulties experienced in creating,
maintaining, and fulfilling a covenant. The teacher introduces Activity 2 by
explaining that practices and rituals are the primary methods for demonstrating
a covenant in Judaism.
As
the first activity in Unit 3 the teacher and students complete a series of
steps that establish an understanding of the concept of a covenant. In so doing
the teacher uses assessment practices to determine the breadth of knowledge and
the present level of skill development of the students.
1. Diagnostic
Assessment: Teacher-centred discussions regarding each student’s life
experiences gauge their level of sophistication in goal-setting, planning and
self-assessment abilities. In addition the consideration of issues surrounding
an examination of materials, such as the marriage contract (Appendix 3.1.2) in
Step 3, also allows the teacher to identify the ability of students to extend
and apply their knowledge and thinking skills in creative and interesting ways.
(K/U; T/I; C; A)
2. Formative
Assessment: The organizer generated in Activity 1 provides the teacher with the
capability to check for completion of tasks. The teacher is also able to give
feedback to the students on their level of understanding of the common nature
of commitments to oneself, the informal/formal agreements made between
themselves and others, and the Jewish belief in covenant as a lasting spiritual
relationship between God and the Jewish people. This assessment technique
assists the teacher in determining each student’s comprehension and skill
levels as s/he proceeds from one step in the activity to the next. (K/U; T/I)
3. Formative
Assessment: Activity 1 is also important for Unit 3 of the World Religions
course as it emphasizes the development of skills related to goal-setting,
planning and self-assessment of achievement in addition to introducing students
to the significance of a covenant to the survival of the Jewish faith. Ongoing
assessment of these skills during the completion of the organizer links this
Activity, not only to Activity 2 regarding the importance of Jewish practices
and rituals, but also to Activity 4, the Performance Task, and the skills
required to complete the Activity as the method of summative evaluation at the
end of the Unit. (T/I; C)
While the
teacher has provided a format for the organization of ideas, in this activity
some students with communication or organizational challenges may need
individualized assistance to complete the chart. For example, the teacher may
make some opportunities available for collaborative work or provide more time,
especially in terms of the three biblical teachings portion of the organizer.
Wherever possible, students should be paired with stronger readers or peer
tutors or the teacher could read the stories with the class. Furthermore, ESL
students could work with an English-speaking partner to first discuss examples
in a brainstorming session before participating in group discussions or
completing the various rows of the organizer.
Print
Dicks,
S., P. Mennill, and D. Santor. The Many Faces of Religion. Toronto:
Ginn, 1973.
Evans,
A, R. Maynes, and L. Martinello. What Man Believes. Toronto: McGraw
Hill, 1973.
Whiting,
R. and S. Tornes. Religions for Today, 3rd ed. London, 1991.
Non-Print
Judaism
101 –
www.jewfaq.org/origins.htm
Humanity.Com – www.humanity.com
Appendix
3.1.1 – Organizer: Commitments, Agreements, and a Covenant
Appendix
3.1.2 – A Formal Agreement: The Marriage Contract
|
Steps and Resource Materials |
What is the goal to be achieved? |
What is the plan to achieve the
goal? |
How is achieving the goal
determined? |
What are the consequences of
success/failure? |
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Step 1:
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Step 2: |
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Step 3: |
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Step 4: |
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Step 5: |
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Step 46 |
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Below you
will find the structure of a marriage contract with examples of some of the
topics usually addressed in a binding legal agreement.
MARRIAGE
CONTRACT
(In
Contemplation of Marriage)
THIS
AGREEMENT made in duplicate, dated.
BETWEEN:
Name and address (hereinafter called “the Bride”)
And
Name
and address (hereinafter called “the Bridegroom”)
This
agreement is made by the two parties mentioned above in contemplation of their
impending marriage.
Part A:
Finances and Property
1. A percentage of both parties salaries, which will be agreed upon later, will be deposited in a joint savings account at a bank or any other financial institution of their choice.
Part B: Children and Their Upbringing
1. Both parties agree to attend church regularly with their children.
Part C: Housework and Maintenance of Property
Housework, such as cooking and cleaning, will be shared equally between both parties. An equal exchange of work for some other chore may be arranged by mutual agreement.
Part D: Recreation
1. Money
for physical fitness and recreational activities will come out of each of the
separate accounts of the parties.
Part E: Occupations
1. Neither party can accept a job transfer without the knowledge of the other party.
Part F: Wills
1. Both
parties agree to make wills arranged by consulting a lawyer.
Part G: In General
1. Both parties agree to fully carry out to the satisfaction of each other the terms of this agreement.
2. Should any clauses in this contract not be enforceable by law, they shall be considered as statements of intent, to be used as an aid in resolving disagreements.
3. This contract shall be reviewed annually.
SIGNED,
SEALED AND DELIVERED by the above mentioned parties in the presence of:
___________________________________ ________________________________________
Witness to the signature of “the Bride” Witness
to the signature of “the Bridegroom”
__________________________ _______________________________
Signature of
“the Bride” Signature
of “the Bridegroom”
Time: 7 hours
This
activity allows students to demonstrate within a cooperative group atmosphere,
their knowledge of a specific practice. Using library and classroom resources,
students research and present to the class their findings on one practice
within the Jewish faith. Moreover, students are introduced to the concept of
multiple intelligences and asked to utilize three of the intelligences within
the scope of their presentation. This activity is intended to build upon
concepts introduced in Activity 1: Belief in a Covenant with God, because
practice demonstrates beliefs. The expectations in Activity 2 highlight
researching and communicating findings about a number of Jewish practices. It
is critical that students gain an understanding of the daily and yearly
practices of Jews because they are essential in comprehending the effects of
challenges, which are addressed in subsequent activities.
Strand(s): Exploring Religious Beliefs,
Religion and Daily Life, Exploring Festivals, Celebrations, and
Memorializations, Exploring the Milestones of Life, Research and Inquiry Skills
Overall
Expectations
RBV.03 -
relate the practices and rituals of religions to the lives of individuals;
FCV.03 -
demonstrate an understanding of the origins of common celebrations and
commemorations;
MSV.02 -
demonstrate an awareness of the rites of passage of the religion studied;
ISV.03 -
effectively communicate the results of individual or group research.
Specific
Expectations
RB3.03 -
describe the role and significance of fasts and feasts in several religious
traditions;
RB3.04 -
relate religious practices and rituals to specific historical incidents;
RB3.05 -
critically examine the roles assigned to women by different religious
traditions;
DL3.05 -
analyse the difficulties that individuals who follow particular religious
practices in regard to dress, diet, or behaviour may encounter living in
Canadian society;
FC1.02 -
demonstrate an understanding of the terminology associated with celebration,
commemoration, and festivals in various religions;
FC1.06 -
demonstrate the skills and knowledge necessary to relate symbols, scriptures,
and works of art, music, or literature to festivals, celebrations, and
commemorations;
MS1.03 -
describe the connection between the systems of belief and the celebrations
associated with various rites of passage;
MS1.04 -
analyse the reasons why such observances may have changed over time, or in
various places;
IS1.02 -
employ appropriate methods to research such questions in independent and
collaborative studies;
IS1.06 -
effectively communicate the results of their research, using a variety of forms
and methods;
An
exposure to Jewish culture and practices will vary across the province. It is
not necessary that students have prior knowledge about Jewish practices,
however, students who do will definitely be helpful. Students should be
comfortable working in groups, have basic library research skills and be
familiar with the selection of textbooks and/or reading materials available for
use.
Teachers will find it necessary to
locate available classroom and library resources with regards to topic
selections and become familiar with Jewish celebrations. Possible textbook and
website supports are listed in the resource section of this activity. Activity
4 suggests the use of a number of checklists and rubrics (one has been provided
for you). Generic checklists can be found in the Grade 10 Canadian History in
the Twentieth Century Course Profiles as well as many of the teacher resource
packages that accompany textbooks. Furthermore, teachers could develop their
own checklists and rubrics by following the Achievement Charts found in The
Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities.
Teachers
should suggest group sizes and composition that fit with the needs of the
individual class and group. Students will require some class time to organize
their presentations and will perhaps require support in developing their
multiple intelligence focus with regards to creative use of classroom
materials.
1. Students will make a group presentation based
on shared research. Students are divided into groups of three to five students and
choose (or are assigned) a topic from the list below:
|
Passover
(Pesah) |
Rosh
Hashanah |
Yom
Kippur |
|
Sukkot |
Hanukkah |
Simchath
Torah |
|
Purim |
Jewish
Weddings |
Jewish
Death/Afterlife |
|
Bar/Bat
Mitzvah |
Berit
Milah (circumcision) |
Kashruth
(keeping Kosher) |
|
Shabbat
(Sabbath) |
|
|
Each group is to use the following questions to become “experts” on their practice or ritual topic:
· When does the event/practice occur (time of year, life)?
· What is the practice? Include associated items such as: symbols, food, activities, objects.
· Why does this event occur (historically)?
· What does this event/festival commemorate?
· What changes, if any have occurred over time, were made due to belief or cross cultural influences especially in Canada?
2. Students are to use available resources,
including texts, readings, library resources and the Internet to research their
practice/ritual with their group; three to four hours of class time is
reasonable.
3. Once the research has been completed students
can fully answer the four “expert” questions. Students must begin to focus on
the presentation aspect of the activity. Teachers should review the basic
theory behind multiple intelligences and outline for students examples of this
type of learning. Appendix 3.2.1 provides guidelines for teachers to share with
their students.
4. In groups, students must choose three
different intelligences to focus on for their presentation. They must develop
activities within that intelligence to “teach” the class about their practice
in a brief presentation. Students should be encouraged to cook food, bring in
objects from the culture and share readings and pictures with the class.
5. Teacher’s
should provide other students with an organizational chart to help them record
information during the presentations. A suggested model follows:
Jewish Practices: Recording Information Chart
|
Practice/ Ritual/Celebration |
When
does the event happen? |
What is
the practice? Include associated items (symbols, food, objects) |
Why
does the event occur? (historically) |
What
changes, if any have occurred over time? |
|
e.g.,
Passover |
|
|
|
|
6. Teachers should evaluate the presentation based
on a chosen set of criteria. A suggested rubric has been provided as Appendix
3.3.1: Jewish Practices Group Presentation Rubric
1. The purpose of the assessment in Activity 2
is to evaluate students with respect to communication, research and
organization skills. In order to accomplish the above forms of evaluation,
teachers should use a series of different assessments. Each form of assessment
is tied to different areas of the Social Sciences and Humanities Achievement
Chart for Grades 11 and 12.
Formative assessment: The teacher assesses student research using a
feedback checklist. Teachers will devise their own checklist depending on
specific student requirements. This assessment allows teachers to assist
students in remaining focused during the research segment of the activity. It
requires students to use Thinking and Inquiry skills to organize themselves and
their groups as they conduct their research. (T/I)
2. Formative teacher evaluation: Teachers evaluate
group research presentations using Appendix 3.2.3 Through the use of a rubric,
teachers can effectively evaluate the product of a group presentation. This
form of assessment focuses primarily on communicating ideas (C). Summative
evaluation will necessarily reflect individual student performance.
3. Formative/summative assessment: Teachers have
the option to include student evaluations of self and peer productivity while
working on the project. This could be done in a checklist or rubric format. The
checklist will determine which area of focus is being assessed.
4. Students determine which three Jewish
practices they would consider to be most helpful to Jewish people in their
efforts to maintain traditions or to promote faith in their life. Students should
explain their reasoning fully. This activity provides a strong connection to
the argumentative essay in that the essay examines being Jewish in today’s
society. This exercise focuses on Thinking and Inquiry skills and Application
through the use of recording and analysis. (T/I/A)
Students should be grouped
appropriately taking into account a balance of knowledge, experience, learning
skills, attendance, etc. Students who struggle with reading and researching
should be guided towards more appropriate reading level materials. Schools that
offer peer tutoring programs could use senior tutors to assist students with
interpreting and organizing research. Where necessary, students with oral
presentation difficulties should be encouraged to make use of intelligences
that require less speaking and more activity on the part of the students.
Teachers could also model a presentation for students to assist them with
expectations of the assignment. In special situations the student could present
to the teacher or videotape the presentation for later viewing. Depending on
the time of year, students could enrich their understanding by visiting a
temple or synagogue.
Print
Brown, A, J. Rankin, and A. Wood. Religions:
A Study Course for GCSE. London: Longman Group Limited, 1988. ISBN 0 582
22341 5
Dicks,
S., P. Mennill, and D. Santor. The Many Faces of Religion. Toronto:
Ginn, 1973.
Evans,
A, R. Maynes, and L. Martinello. What Man Believes. Toronto: McGraw
Hill, 1973.
ISBN 0-07-077440-4
Fisher,
M.P. Living Religions, 3rd ed. London: Prentice Hall, 1991. ISBN
0-13-254806-2
Whiting,
R. and S. Tornes. Religions for Today, 3rd ed. London: Stanley Thornes
(Publishers) Ltd., 1991. ISBN 0-7487-0586 4
Non-Print
Holidays
on the Net – www.holidays.net/passover/
–
http://www.holidays/net/highholydays/
–
http://www.holidays.net/chanukah/
–
http://www.holidays.net/purim/
Microsoft
Encarta – http://encarta.msn.com/find/concise
Aish.com
– http://aish.com/calendars/sukkot/main.htm
Interfaith
Family.Com – http://www.interfaithfamily.com/article/issue8/salkin.htm
Jewish
Book of Life Memorial Site World Wide – http://www.jewishbookoflife.com/
Appendix
3.2.1 – Jewish Practices and Rituals Group Presentation Rubric
The
following is a version of a presentation rubric for senior Social Sciences and
the Humanities.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Group
expression of knowledge of topic (K/U) |
-
demonstrates limited knowledge of facts and terms associated with
ritual/practice -
questions are addressed and answered in presentation with limited
effectiveness |
-
demonstrates some knowledge of facts and terms associated with
ritual/practice -
questions are addressed and answered in presentation with some effectiveness |
-
demonstrates considerable knowledge of facts and terms associated with
ritual/practice. -
questions are addressed and answered effectively in presentation with
considerable effectiveness |
-
demonstrates thorough knowledge of facts and terms associated with
ritual/practice -
questions are addressed and answered thoroughly in presentation with a high
degree of effectiveness |
|
Research
Skills and resources, analysis/ |
-
demonstrates limited ability to research effectively, limited analysis of
information and minimal selection of information to share with the class |
-
demonstrates some ability to research effectively, some analysis of
information and some appropriate selection of information to share with class |
-
demonstrates ability to research effectively, analyse information and select
appropriate information to share with the class |
-
demonstrates strong research skills, detailed analysis of information and
appropriate selection of information to share with the class |
|
Communication
appropriate to final product format (C) |
- uses
language, symbols and visuals with limited accuracy and effectiveness |
- uses
language, symbols and visuals with some accuracy and effectiveness |
- uses
language, symbols and visuals with considerable accuracy and effectiveness |
- used
language, symbols and visuals with high degree of accuracy and effectiveness |
|
Application:
Group makes connections between the practice and today’s society (A) |
- makes
connections with limited effectiveness |
- makes
connections with moderate effectiveness |
- makes
connections with considerable effectiveness |
- makes
connections with a high degree of effectiveness |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Time: 4 hours
This
activity builds on the previous activities that developed the concept of
covenant and practices in Judaism that make that religion unique. Issues in
Judaism focus on viewing examples of anti-Semitism, that is, prejudice and
discrimination against Jewish people because of their beliefs and practices.
Film depictions of the Holocaust, fictional and historical events connected to
the Holocaust, and the survival of the Jewish people are the main sources of
focus. Students identify examples of anti-Semitism in the film clips, and
develop questions to ask the characters in an interview format. The teacher may
extend the activity by having the students further research and speculate
possible answers to the interview questions or conduct the interview in a
role-playing format. This activity helps the students choose evidence and
develop opinions, which can be applied to the summative essay in activity 4:
“Being Jewish Today.”
Strand(s): Research and Inquiry
Skills, Exploring Religious Beliefs, Religion and Daily Life
Overall
Expectations
ISV.01 -
distinguish between fact and opinion, belief and religion, theory and practice
in the context of the study of religion;
ISV.03 -
effectively communicate the results of individual or group research;
DLV.02 -
explain the impact of prejudices associated with, and misconceptions about,
various religions, beliefs, and traditions;
DLV.05 -
apply critical-thinking and problem-solving skills to personal situations, work
situations, and social issues as they relate to the religious traditions or
principles of various groups.
Specific
Expectations
RB1.03 -
recount in their own words some significant episodes from the history of each
of the religions studied;
DL1.04 -
analyse the influence of concepts of morality and ethics in various religious
traditions.
DL2.02 -
demonstrate an understanding of the concepts of prejudice, bias, and
discrimination, and identify examples associated with various religions, beliefs,
and practices;
DL2.03 -
explain the effect of prejudice and discrimination on relationships between
persons of different faiths, and apply problem-solving strategies to case
studies on inter-religious conflict.
It
will be important to review student awareness of the Holocaust as studied in
the compulsory Grade 10 courses, Civics and Canadian History in the Twentieth
Century. Students should be reminded of thinking and inquiry skills in
developing questions and interviews practiced in several courses’ expectations.
A
review of media literacy from Grade 9 and 10 English to prepare for video
viewing is important.
It
will be helpful to have a discussion about a glossary of terms to ensure that
the students are working with the same definitions of tolerance, prejudice,
discrimination, anti-Semitism, and racism. The teacher may want to encourage
students to cite examples of the same in their own experience. There are
several questionnaires which could be used to establish the students’ values or
levels of open and closed mindedness which could be vehicles to assist
discussion, including Lawrence Kohlberg’s stages of moral development (see C.
Gilligan, “In a Different Voice,” Harvard, 1982).
The
teacher ensures that videos are available and previewed for relevant clips and
episodes; e.g., Sophie’s choice of which child to save. The teacher should be
familiar with the think/pair/share” or “three-step interview” concepts in
Cooperative Learning & Social Studies (Tom Morton, Kagan Cooperative
Learning, 1996, pp.193-201) to help with communication skills, interviews, and
note taking. Also the teacher needs to decide on the maturity level of the
students and be sensitive to the appropriateness and tone of the approach to
certain episodes in film.
1. Conduct a classroom discussion to establish
what is agreed upon as the meaning for key terms by way of diagnostic
assessment and a glossary note: Holocaust, racism, anti-Semitism, tolerance,
closed-minded, open-minded, prejudice, discrimination, hate laws, morality,
ethics, Diaspora.
2. Discuss at least three episodes from films or
documentaries that illustrate issues connected to beliefs and practices of
being Jewish in historic or current events. The number and length will vary. It
is suggested that only short clips be used.
3. Instruct the students to identify examples of
anti-Semitism in the film clips. Organize the class into pairs, following the
think/pair/share model. One student will be A; the other will be B. When the
teacher stops the video at a predetermined place A will explain to B an
interpretation of what happened, what questions might be asked of the main
characters at that point to help explain what happened. B can offer alternate
ideas and then both will complete their notes on the first episode. The teacher
will continue the video and then B will be responsible for identifying and
offering an interpretation and interview questions while A counters. The
students complete notes to the second episode and continue.
4. The students complete notes on at least three
episodes. They could use the following chart:
|
Episode Description |
Moral Dilemma |
Action Taken |
Criterion Used to judge the
challenge of “Being Jewish” |
|
Model
an Example: |
To save
one’s life or others’ |
He left
on his own |
The
Holocaust or threat of it forced many to consider saving themselves first and
the guilt that went with it. |
5. Break up the pairs. Students go into groups
of five where they explain to each other their episodes. As a group they try to
agree on which three episodes would be the best to use as evidence in
Activity 4, the essay: “Being Jewish Today”. Use a Group Chart to record the
three best episodes the group decided on and discuss why there are differences
from their own notes.
1. Diagnostic
Assessment: Use a class discussion to establish a glossary of terms to insure
that all students agree. The focus is Knowledge and Understanding, and
Communication (K/U, C).
2. Formative
Assessment: Keep records to show that:
· students participated in think/pair/share and kept notes of the episodes(C)
· students used the chart to establish the student’s value system or criteria of moral action, and to identify challenges that can be used in the argumentative essay. (A))
· students participated in sharing and ‘consensus’ in the group work (C).
Provide a focus for weaker students
for each episode, e.g., “You are looking for…” The teacher and a student model
the think/pair/share activity first. Another strategy would be to pair a weaker
and stronger student in the think/pair/share exercise. Provide written synopses
of the episodes to assist ESL students or students with short term memory
limitations. Provide ample context for film clips to make the story line
understandable. If available arrange for peer tutors to help with scribing.
Print
Brodd,
J. World Religions: A Voyage of Discovery. Winona, Minn.: St. Mary’s
Press, 1998.
ISBN 0-88489-370-7
Geldart,
A. Judaism. London: Oxford University Press, 1999.
Gilligan,
C. In A Different Voice. Harvard University Press: Cambridge, 1982. ISBN
0-674-44544-9
Himelstein,
Dr. Rabbi Schmuel. Jewish Primer: Questions and Answers on Jewish
Faith and Culture. New York: Facts on File, 1990.
Lowenthal,
K. The Psychology of Religion. London: Oxford University Press, 2000.
Morton,
T. Cooperative Learning and Social Studies. Kagan Cooperative Learning:
San Juan Capistrano, 1996. ISBN 1-879097-32-X
Oxtoby,
W., ed. World Religions. Toronto: Oxford University Press, 1966. ISBN
0-19-540751-2
Rankin,
J. Ethics and Religion. London: Longman, 1997. ISBN 0-582-03307-1
Videos
The
Voyage of the St. Louis, NFB, 1995, 51 minutes.
Websites
Introduction
to World Religions – http://home.cc.umanitoba.ca/~perry jf/020 132
CourseOutline.htm
World
Religion Resources – http://www.refdesk.com/factrel.html
Time: 10 hours
The
investigation of Judaism is completed through the exploration of the religion
as a central factor within the present state of Israel and the Middle East, and
its relationship to the future of Jewish identity. Summative evaluation of the
knowledge learned and the skills emphasized in Unit 3 is completed by
researching and writing an argumentative essay about students’ perceptions of
the experiences and challenges involved in being Jewish in our world today.
This essay is the Performance Task for the Unit.
Strand(s): Exploring Religious Beliefs,
Religion and Daily Life, Exploring the Milestones of Life, and Research and
Inquiry Skills
Overall
Expectations
DLV.05 -
apply critical-thinking and problem-solving skills to personal situations, work
situations, and social issues as they relate to the religious traditions or
principles of various groups;
DLV.06 -
analyse two or more of the global effects of religion;
ISV.01 -
distinguish between fact and opinion, belief and religion, and theory and
practice in the context of the study of religion.
Specific
Expectations
RB1.01 -
describe, for one or more religious traditions, the historical and geopolitical
stage on which the specific religion emerged;
RB4.02 -
identify and interpret the significance of specific passages from sacred
writings or oral teachings from various religions;
DL2.04 -
identify some areas in which relationships between people of different beliefs,
traditions, and practices can create conflict (e.g., Aboriginal people’s
response to the encroachment of development on sacred sites);
MS1.04 -
analyse the reasons why such observances may have changed over time, or in
various places;
IS1.02 -
employ appropriate methods to research such questions in independent and
collaborative studies;
IS1.06 -
effectively communicate the results of their research, using a variety of forms
and methods (e.g., written reports or essays, oral presentations, group
presentations).
Activity
4 continues to build on the knowledge, skills, and values addressed in the
introductory unit and Unit 2. It draws on information and insights from Unit 3
and establishes a present day context about Israel and the Middle East for the
completion of the Performance Task. The summative evaluation of student work
here is done with the knowledge of student performance in the two preceding
units.
Improvement
in skills development and student achievement in the completion of the research
and essay required in Activity 4 is expected. Skills, and values throughout the
course of the evaluation of student work show student progress as the World
Religions course proceeds.
The
planning process requires the teacher to address with the students the
important events concerning the existence of Judaism and the state of Israel in
the Middle East. Subsequently, teachers need to familiarize themselves with the
history and geopolitics of the Middle East, and the religious movements that
find their origins in this region in addition to the current events and
continual change in circumstances in the Middle East. A number of useful references
are listed in the Resources section below.
One
valuable resource available to teachers is the CBC News in Review video
series and the accompanying Resource Guide. The programs can be previewed by
the teacher and then shown to the students with the potential application of
materials from the accompanying Resource Guide. Particularly effective CBC
programs are identified below in the Teaching/Learning Strategies section.
1. Provide
the “Heirloom Scenario” (Appendix 3.4.1). Students first read this Scenario and
then in their course notes respond in a well-structured paragraph to each of
the following statements.
i. As Benito Angelo in this Scenario, explain why you believe you are justified in laying claim to the heirloom and what measures you would be willing to use to get it back;
ii. As Antonio Angelo, explain why you believe you have a right to the heirloom and what approach you would take in ensuring your continued ownership of this family legacy;
iii. Imagine that you have been given the role of resolving this dispute between the two siblings. Explain what you would do to get both parties to settle their differences and end this dispute.
2. After finishing the responses to these
statements pair students with someone else in the class, and each share his/her
responses with the other person. The students should be prompted to ask probing
questions regarding the various issues involved in the Scenario.
3. Divide the students into three groups of
approximately equal size. Each group is given a designated role: Benito Angelo;
Antonio Angelo; or the objective Third Party. Each group works to develop a
strategy and/or an argument to represent accurately the role given to their
group.
4. A
teacher-centred classroom discussion asks each group to share their views on
the Scenario. The teacher facilitates the students in addressing each of the
issues presented, and assists the “Third Party” group in their attempts at
resolving the dispute.
5. Following the completion of the student discussion,
the teacher should debrief the Heirloom Scenario exercise. Make reference to
the existence of many situations where controversies occur, and are not easily
settled. The story of Solomon and the baby with two mothers could also be
presented for consideration. Refer back to issues arising from any, some, or
all of the activities addressed in Unit 3 to this point. These instances help
to promote an understanding of the existence and necessity of resolving
disputes related to Judaism, and the existence of Israel in the Middle East.
6. Provide students with some resource materials
about the ongoing conflicts in the state of Israel and between the Jewish
people in Israel and the other religions in the Middle East. Give approximately
two to four hours of research time to examine the historical reasons for the
conflict in the region and the attempts at resolving the disputes and creating
a lasting peace in the Middle East.
While there is a plethora of resources for the students to access it is
recommended that the search be narrowed by providing focus questions, suggested
resource materials, and previously selected internet sites. For example, where
the CBC News in Review video series and Resource Guides are available
the teacher may wish to organize viewings for interested members of the class,
or begin the students with some of these news segments by way of introduction
to their research.
7. The following are suggested areas of study
during researching of the history of the conflicts in Israel and with the rest
of the Middle East:
· identification of the key geopolitical points on a map of the Middle East region (map provided by the teacher);
· ancient origins of the geopolitical conflicts between the people of different religions and cultures in the region;
· an understanding of the history of Jewish people and their wanderings in the Western World;
· an understanding of the nature of the claims of other religions on this area as a “holy land.”
· a chronology of events leading to the creation of the modern state of Israel and the effects on the geopolitics, and other religions and cultures in the Middle East;
· Israelis relations with each country in the Middle East;
· the importance of City of Jerusalem to the conflict within and outside Israel due to the holiness of Jerusalem to the Jewish, Muslim and Christian religious movements;
· the defining of important terms and concepts which are essential for understanding the nature of the controversy in the Middle East;
· consideration of the degree to which issues identified have religious roots, and the degree to which other elements are present (e.g., politics, economics, nationalism, etc).
8. In preparation for Unit 5, The Course
Culminating Activity: A Religious Journey, hold a teacher-centred discussion
where individuals are asked to share information accumulated during their
research time with others. There are a number of ways in which this information
can be generated from the discussion. However, by the end of the discussion
each student has benefited by the research of others as well as through the
organization of key information with the help of the teacher.
9. Each student writes a 5-paragraph
argumentative essay titled “Being Jewish Today.” The students are required to
argue a point of view concerning their perceptions of the challenges facing the
Jewish people and their religious beliefs in the world today. To provide an
authentic context for the students the teacher may suggest that the final
versions of their essays may be shared with the members of a local synagogue or
Jewish temple, or sent for consideration to another Jewish organization in
Canada.
10. The
essay will be highly prescriptive noting the fact that the World Religions
course is at the open level and, furthermore, acknowledging the students’
increasing knowledge and development of skills throughout the course. In
addition students will be given a number of hours of class time to do more
research, write, and conference with the teacher where they can receive
feedback on their early drafts before the final version is completed for
submission. They structure the essay as follows:
· Paragraph 1: an introduction to the topic and a clear argument or thesis statement including references to key ideas to be discussed;
· Paragraph 2: the explanation of a particular idea which supports the thesis statement or argument made in the first paragraph;
· Paragraph 3: the examination of a second idea which supports the argument presented as the thesis statement;
· Paragraph 4: the presentation of an example or case study which supports the point of view being argued, or the consideration and rebuttal of a differing viewpoint opposed to the thesis being argued here;
· Paragraph 5: a concluding paragraph which summarizes the key points made in support of the argument presented, and the re-assessment of the appropriateness of this viewpoint and implications of its validity.
11. Prior
to beginning to write their argumentative essay the students should be given a
copy of the rubric found in Appendix 3.4.2, used to evaluate the completion of
the Performance Task.
The
researching and writing of an Argumentative Essay on the challenges facing
Judaism is the summative evaluation for the unit. Evaluation of student
knowledge and skills development is the focus here; diagnostic and formative
assessment may both be used in the process to complete Activity 4.
1. Formative Assessment: The Heirloom Scenario
requires the students to use decision-making and problem-solving skills. The
Scenario provides the teacher with the opportunity to gauge student critical
thinking skill levels as they complete the third unit of the course. (T/I)
2. Diagnostic Assessment: Prior to researching
the historical aspects and current events of Israel and the rest of the Middle
East, the teacher may want to use a quiz, such as the one found in the CBC News
in Review Resource Guide (December, 1991), to ascertain student knowledge
about the history of events in the Middle East region. The knowledge of
students may indeed vary depending on courses completed or presently
registered. Assessing for prior knowledge of the students may be very useful in
determining appropriate resources about the geopolitical and religious
histories of Israel and the Middle East. (K/U)
3. Formative Assessment: During the research
portion of Activity 4, conference with each student to assess student
performance and to guide further research about the Middle East. This short
conference assists the teacher in determining the quality of student work by
establishing how effective to date the students have been at developing a
thesis statement, collecting and note-taking, organizing information and ideas,
and the breadth and depth of their research. Identify how much time will be
required for further research by the class in preparation for writing the
Argumentative Essay. Consequently, the teacher will have a comprehensive
understanding of each student’s experience in completing the Performance Task.
(K/U; T/I; C)
4. Summative Evaluation: Before the students
begin to write a draft the teacher hands out the rubric found in Appendix
3.4.3. It is important that the students clearly understand what the summative
evaluation criteria will be for achieving on the Performance Task. See Appendix
3.4.3 for the criteria to be evaluated. (K/U; T/I; C; A)
Activity
4 relies heavily on the students’ literacy capabilities. In an effort to assist
students, resources should be chosen that meet the reading levels of the
students. Students can also be paired with stronger readers to complete the
Heirloom Scenario and/or conduct research for the Argumentative Essay.
Otherwise support needs to be provided by the teacher for exceptional students
requiring accommodations. Some students may require more intensive conferencing
during the research and essay writing process. Educational assistant(s) or
other special education and learning resource individuals may also be helpful
in meeting exceptional student needs for the Activity.
More
extensive accommodation may be undertaken to meet the same expectations in
Activity 4 including altering the length of the format or time-frames for
students with reading and/or writing difficulties, or using a different type of
format chosen from a variety of media to achieve the same argumentative effect.
Other media formats may also be used as a method of enrichment for students
requiring further knowledge and/or skill development.
Print
Dicks,
S., P. Mennill, and D. Santor. Many Faces of Religion. Toronto: Ginn,
1973.
Evans,
A., R. Maynes, and L. Martinello. What Man Believes. Toronto: McGraw
Hill, 1973.
ISBN 07-077440-4
Fisher,
M.P. Living Religions, 3rd ed. London: Prentice Hall, 1991. ISBN
0-13-254806-2
Freke,
Timothy. Encyclopaedia of Spirituality: information and inspiration
go transform your life. New York: Sterling Publishing, 2000.
Geldart,
Anne. Judaism. Oxford, England: Heinemann, 1999.
The
Oxford Dictionary of World Religions. ed. John Bowker. Oxford: Oxford University
Press. 1997.
Whiting,
R. and S. Tornes. Religions for Today, 3rd ed. London: Stanley Thornes
(Publishers) Ltd., 1991. ISBN 0-7487-0586 4
Non-Print
CBC
News in Review Series Dec 1991: Meeting in Madrid: The middle East Peace
Conference: 18:16
CBC
News in Review Series April 1994: Hebron Massacre:
CBC
News in Review Series Dec. 1995: The Rabin Assassination: The Enemy
within: 12:28
CBC
News in Review Series Dec 1998: Middle East Accord: Another Bid for
Peace: 13:02
CBC
News in Review Series April 1999: Israel 2000: A New Middle East.
The
Children of Abraham.
Villagers Media Production in association with Vision TV, 1997.
Christianity:
the way of goodness and mercy. Religion of the World Series. Dephi Productions, 1994.
The
Desert. Villagers
Media Production in association with Vision TV, 1997.
The
Holy City.
Villagers Media Production in association with Vision TV, 1997.
Humanity.Com
– www.humanity.com
Islam:
the faith and the people. Religion of the World Series. Dephi Productions,
1991.
Judaism:
the religion of the people. Religion of the World Series. Dephi Productions,
1994.
Judaism
101 – www.jewfaq.org/origins.htm
The
World. Villagers
Media Production in association with Vision TV, 1997.
Appendix
3.4.1 – The Heirloom Scenario
Appendix
3.4.2 – Performance Task: Summative Evaluation Rubric – An Argumentative Essay
Michael
Angelo was an unknown artist living in Rome, Italy. While his friends felt that
Michael was talented his current prospects were few. To complicate matters Michael’s
wife Maria was pregnant with twins. When the babies were born Antonio, the
first to arrive, was very big and healthy while Benito, the second, was small
and very sick with a respiratory illness. As time went on Benito became sicker
and sicker and it became apparent that he needed special care. Michael and
Maria were told that there was a doctor in New York City who had successfully
treated babies with the same respiratory condition as Benito’s. Michael and
Maria decided that to save their baby’s life they must travel to America.
However,
the cost of such a trip was enormous. Michael and Maria were able to collect
enough money from friends and family to purchase fares for themselves and
Benito on a ship leaving Naples for New York City. Unfortunately, they did not
have enough money to buy fare for Antonio, and felt that all their attention
must be directed toward getting their sick child to America. Therefore, it was
decided that Antonio would await their return by living with one of Michael’s
old uncles, Uncle Franco.
Michael
Angelo was a careful man. While the offer of fare for the trip was much
appreciated by Michael he did not trust family or friends with his collection
of artwork. Furthermore, if something were to happen to him or Maria on their long
journey to America he wished to provide his son Antonio with some memory of his
parents as well as the benefits and rewards from Michael’s artwork if anyone
ever saw his art worthy of purchase. Michael dealt with this situation by
giving Uncle Franco a family heirloom passed on to Michael by his father which,
while beautiful, had no inherit value beyond sentiment. Michael instructed
Franco that if anything were to happen to him this heirloom was to be given to
Antonio in memory of his parents and the Angelo family. However, Michael also
arranged with an Art Dealer in Rome to display his artwork wherever possible
and that any proceeds, in case of his untimely death, would be given to the
holder of the Angelo heirloom. Michael believed this would be an appropriate
legacy for his son, Antonio.
Fate
did strike Michael and his wife on their voyage to New York City. As they
neared the East Coast of America a large storm caused their ship to capsize and
all but a few on board perished, including Michael and Maria. Subsequently,
Uncle Franco cared for Antonio and on his fifth birthday gave the heirloom to
him. When Antonio was eight the Art Dealer whom Michael had left his artwork
with came to see Uncle Franco and Antonio and told them that Michael Angelo’s
talent was being recognized and that his artwork was selling for a great deal
of money. Since Antonio was the holder of the heirloom every time one of
Michael’s pieces of art was sold Antonio received a large sum of money. With
this newfound wealth Michael seemed destined to provide for his son for the
rest of his life.
However,
unbeknownst to Antonio, his brother Benito did not perish in the shipwreck that
killed his parents. Baby Benito was saved and recovered from his illness. He
was adopted by a poor, immigrant family in New York and grew to be a young man
with very modest financial means. A chance meeting with an Italian man who knew
of the tragedy that had taken Michael Angelo’s life and the unexpected good
fortune of Antonio Angelo made Benito aware of the riches he could claim by
returning to Rome. Therefore, three weeks later twenty-one year old Benito
Angelo knocked at the door of his twin brother, Antonio, wishing to re-claim
the legacy he believed to be owed to him. In other words, he wanted his turn at
being the holder of the heirloom.
The
Middle East - A Religious Destination
|
Historical
Background: |
Impact
of the Existence of the State of Israel: |
|
The
Peace Process: |
Obstacles
to Peace: |
Summative
Evaluation Rubric – An Argumentative Essay
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ -
supporting evidence |
-
limited support of points, and relevance of evidence |
- some
support of points and relevance of evidence |
-
considerable support of points and relevance of evidence |
- high
degree of support of points and relevance of evidence |
|
-
quantity of facts used |
-
limited facts used |
- some
facts used |
-
sufficient use of facts |
-
substantial facts used |
|
Thinking/ -
arguments are related to the main idea |
-
limited relationship of arguments to main idea |
- some relationship
of arguments to main idea |
-
considerable relationship of arguments to main idea |
- high
degree of relationship of arguments to main idea |
|
-
summarizes main points throughout the Essay |
-
limited summarizing of main points |
- some
summarizing of main points |
- main
points summarized in essay with considerable clarity |
- main
points clearly summarized throughout |
|
Communication -
grammar and spelling used |
-
grammar and spelling used with limited accuracy and effectiveness |
-
grammar and spelling used with some accuracy and effectiveness |
-
grammar and spelling used with considerable accuracy and effectiveness |
-
grammar and spelling used with high degree of accuracy and effectiveness |
|
Use of
citation method |
-
limited use of citation method |
- some
use of citation method |
-
considerable use of citation method |
-
thorough and precise use of citation method |
|
Application -
states thesis/ |
-
simple opening statement with limited clarity as to the context |
-
thesis stated with some clarity as to the context under consideration |
-
thesis is stated with considerable clarity as to the context considered |
-
thesis is precisely stated within an appropriate context |
|
-
introduces main points by applying
concepts |
-
limited identification of concepts and main points |
- some
identification of main points and application of concepts |
-
concepts and main points introduced
with considerable clarity |
- main
points and relevant concepts
introduced with a high degree of clarity |
|
Structure-Conclusion- summarizes thesis/main
idea within the context examined |
- provides limited summary of main idea |
- provides some summary of main idea with the
context |
- thesis summarized with considerable clarity
and identifiable provision of a context for main idea |
- main points clearly summarized within
context for applying the thesis statement |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Comments
and Suggestions for Improvements:
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