Global Citizenship Award Summative (15%)

Context for Assessment Task

The United Nations has recently established “A Global Citizenship Award” for an individual or organization that has exhibited behaviors, beliefs, values and notably actions that are worthy of recognition and an award. You have been chosen as part of a team who will have the opportunity to campaign for a person that you believe to be deserving of this award.

Description of the Student Performance Task

You will be required to select a person or an organization (from the list supplied by your teacher) that you believe deserves this “Global Citizenship Award.” The person can be from the past or present. You are to prepare a written testimonial for your nominee containing biographical details, beliefs, actions and rationale for your nomination stating why the candidate for the award merits consideration. You will also prepare a visual poster about the nominee that can be used as promotion. On the back of the poster you will provide the written information supporting your reasons for nomination. You will also have to provide a work cited to support the information that you have found. You will be required to deliver a 1 minute speech as promotion for your nominee. At the end of the speeches you will be given two votes. You will vote for the two people that you believe are the most deserving of the award (yours of course, and one other nominee). The person with the most votes wins!!!

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Final Products

Students are expected to produce the following products for assessment in this performance task:

1.  Title and Rationale/Criteria for the Award (To be completed by the class)

  • Make up an appropriate title for this United Nations Award
  • State an overall purpose “reason” for the Award
  • Create criteria for the award involving what fundamental beliefs and values should be associated with “global citizenship” Criteria: standards, rules, or tests on which a judgment or decision can be based
  • Include a definition of “global citizenship” making sure you make some connection to the United Nations Universal Declaration of Human Rights

2. Award Nomination (Individual)

  • Contains short ½ to 1 page biography of the individual or group being nominated
  • Explain in your nomination how the individual or group participated in at least one action that lead to a peaceful resolution of a conflict or dispute and what he/she/they did “to make a difference”
  • Summarize the civic actions of the individual or organization that have made a difference in global affairs
  • Explain how your group or individual meets the criteria for the award – outlined in #1

3. Testimonial Speech (Individual)

  • Prepare and deliver a one-minute speech based on your research notes that would be used to introduce the nominee for this award at an award’s night ceremony.
  • Include a paragraph stating how this person/organization inspires you to be an active responsible citizen
  • It would be a good idea to dress up in nice clothes for the occasion.

4. Background Visual (Individual)

  • Create an artistic visual poster (or some other media approved by the teacher) that will be used at the Awards Nomination ceremony when you will promote their work.
  • The visual can consist of pictures of the person/organization; quotes by the person or mission statement of the organization; organization logo/motto; and images of the person in action related to the “common good” the individual or organization has done.

5. Work Cited (Individual)

  • Use proper format
  • Include a minimum of 3 sources preferably from different types of sources

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Student Appendix 1

People and Organizations to select from for Nominations

You may choose one of the following or ask the teacher for approval on a different person or group. Once you have decided, inform your teacher (first come, first served basis).

Individuals Organizations

Cardinal Paul-Emile Leger Mothers Against Drunk Driving (MADD)

Oscar Romero Amnesty International

Doris Anderson Médecins Sans Frontières (Doctors Without Borders)

Justine Blainey Greenpeace

Princess Diana Oxfam

Terry Fox Red Cross

Jean Chrétien Right to Life

Mahatma Gandhi UNICEF

Gloria Steinhem Salvation Army

Martin Luther King Jr. YWCA/YMCA

Nelson Mandela World Vision

Raoul Wallenburg International Red Cross

William Booth Save the Children

Emily Murphy

Rosa Parks

Jackie Robinson

Oskar Schindler

David Suzuki

Mother Theresa

Pierre Trudeau

Jean Vanier

Louise Arbour

Craig Kielburger (Free the Children)

See Student Appendix 3 for web sites for some of these organizations.

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Student Appendix 2 – Suggested Web Sites

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www.biography.com (for individuals)

Canadian Red Cross www.redcross.ca

International Committee of the Red Cross www.icrc.org

Doctors Without Borders www.dwb.org

YMCA www.ymca.ca

YWCA www.ywca.org

United Nations

http://www.un.org/

United Nations Declaration of Human Rights http://www.un.org/en/documents/udhr/

Convention on the Rights of the Child http://www.unicef.org/crc/

UNICEF http://www.unicef.org

Amnesty International http://www.amnesty.org/

Greenpeace Canada http://www.greenpeace.org/canada/en/

World Alliance for Citizen Participation http://www.civicus.org/

OXFAM Canada http://www.oxfam.ca

World Vision http://worldvision.ca

Save The Children Canada www.savethechildren.ca

War Child www.warchild.ca

United Nations in the Twenty-First Century www.unu.edu/unupress/un21-report.html

Holocaust timelines http://fcit.coedu.usf.edu/Holocaust

Canadian Heritage http://www.pch.gc.ca/index-eng.cfm

Globe and Mail www.globeandmail.com

Ottawa Citizen www.ottawacitizen.com

The National Post www.nationalpost.com

The Toronto Star www.thestar.com

Maclean’s Magazine www.macleans.ca

Time www.time.com

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Strand / Level Four / Level Three / Level Two / Level One / Insufficient
A: Political Inquiry and Transferable skills
Demonstrates ability to use political inquiry process and concepts of political thinking
Demonstrates ability to apply various transferable skills in everyday context
(Work Cited and Speech) / *Work cited demonstrated thorough use of MLA format
* 4 – 5 resources from variety of sources
*4 – 5 resources of high credibility
* Speech is delivered with thorough consideration of audience and purpose – must we memorized / *Work cited demonstrated considerable use of MLA format
* 3 resources from variety of sources
*3 resources of high credibility
* Speech is delivered with a considerable consideration of audience and purpose – mostly memorized, minimal use of prompts / *Work cited demonstrated some use of MLA format
* 2 resources from variety of sources or 3 resources same variety
*4 – 5 resources of high credibility
* Speech is delivered with some consideration of audience and purpose – mostly read, significant use of notes / *Work cited demonstrated limited use of MLA format
* 4 – 5 resources from variety of sources
*4 – 5 resources of high credibility
* Speech is delivered with little consideration of audience and purpose – speech is read / *Work Cited missing or list of URLs provided or only one source provided
*No speech is delivered
B: Civic Awareness
Demonstrates understanding of the various roles and responsibilities of related to civic actions and key rights and responsibilities associated with citizenship – description of what they did to make a difference
(Speech and Poster content) / *Demonstrates thorough understanding of roles and responsibilities of citizenship through connections made to classroom learning / * Demonstrates considerable understanding of roles and responsibilities of citizenship through connections made to classroom learning / * Demonstrates some understanding of roles and responsibilities of citizenship through connections made to classroom learning / * Demonstrates limited understanding of roles and responsibilities of citizenship through connections made to classroom learning / *Insufficient demonstration of understanding and/or missing sections
C: Civic Engagement and Action
Analysis of civic contributions and ways in which people can contribute to the common good – summary of civic actions
(Speech and Poster content) / *Demonstrates thorough understanding of how actions contribute to common good through connections made to classroom learning / * Demonstrates considerable understanding of how actions contribute to common good through connections made to classroom learning / * Demonstrates some understanding of how actions contribute to common good through connections made to classroom learning / * Demonstrates limited understanding of how actions contribute to common good through connections made to classroom learning / * Insufficient demonstration of understand and/or missing

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