Charter of Rights and Freedoms Performance Task

Task:  Review the Charter sections below, their functions, and purposes.
 Use inquiry to investigate and structure communication which exemplifies and articulates your
understandings of a right or freedom at work in Canadian society.
Instructions:  Working in groups or pairs, create a poster which communicates your understandings of a Charter right or
freedom at work in society.
 Select a Charter section below. Use an associated example scenario listed, or one of your own choosing (check
with teacher for approval first), to guide your work (see poster exemplar).
 Use the 5Ws+H inquiry strategy (who, what, where when, why, and how) to guide your research and organize
your communication.
 Creatively use a combination of visuals and text which provide relevant and supporting detail to your poster.
 No plagiarism, use your own words.
 Include your references at the bottom of your poster (see poster exemplar).
 Once complete, as a group or pair, discuss self-assessment and then record thoughts using Two Stars and a
Wish handout.
Timeline: 3 working periods for groups to complete task:
 Break into groups, brainstorm ideas, review Charter sections below, and select a scenario.
 Create a poster using inquiry and research, to examine and articulate understandings of a Charter right or
freedom at work in Canadian society.
 Refine work, submit, and group self-assessment task.

Charter of Rights and Freedoms Sections & Scenarios

Charter Sections Guiding Examples or Societal Scenarios
(Government of Canada, 2017)
Fundamental Freedoms Science
Religion, belief, opinion, expression, assembly, association Religion
Democratic Rights Right to vote
Right to vote, duration and term of government Checks and balances to ensure democratic rule
Mobility Rights Migration between provinces/territories for work or
Movement of citizens to pursue gaining livelihood education
Legal Rights Detention & Treatment (Example: Omar Khadr)
Life, liberty, security, seizure, treatment, punishment, self-crimination, Innocent until proven guilty
detention/ imprisonment, arrest, proceedings, penalty interpretation Cannot be tried again once acquitted

Equality Rights Employment opportunity

Equal protection under the law without discrimination (race, national, Education opportunity
ethnic origin, colour, religion, sex, age or mental or physical disability)

Official Language & Minority Language Bilingual signage and labeling (signage & packaging)
Official languages – English or French Francophone perspective
Right to language education in English or French Minority language instruction in English or French
Enforcement Legal action and court decisions (Example: Omar Khadr)
Guarantee of freedoms and rights, and remedy for those who have
been denied or excluded rights
General Indigenous Perspective
Not deny or degrade other rights and freedoms in Canada Treaty/Land Rights supersede Charter
Application Provincial / Territorial laws cannot restrict Charter Rights
Authority related to levels of government, expectation, and limitation Ex: Provincial government cannot restrict
business operations (open Sunday, holidays)
Suggested Links for Inquiry:  http://publications.gc.ca/collections/Collection/CH37-4-3-
2002E.pdf
 http://www.charterofrights.ca/en/28_00_01
 https://www.canada.ca/en/canadian-heritage/services/how-
rights-protected/guide-canadian-charter-rights-
freedoms.html
 http://www.bestlibrary.org/ss11/files/charterguide.pdf
 Exceeds Expectations (EE)
Level
Criteria
Knowledge and Understanding Poster clearly identifies a section
(40%) of the Charter of Rights and
Freedoms and demonstrates
6.1.3 how it impacts everyday life
through the use of a (relevant)
example scenario.
Information is clearly related to
the topic and includes a
minimum of 3 relevant
supporting details and/or
examples.
Communication and Coherence Poster communicates
(30%) information in a skillful and
effective manner to engage the
reader.
The poster is error free and all
references are included.
Design and Appearance (20%) All ideas are skillfully and
effectively organized and easy to
6.S.8 follow.
All visuals incorporated clearly
enhance students’ knowledge
and understanding.
Group Work Collaboration Group members demonstrated
(10%) an outstanding level of
cooperation, conflict resolution,
6.S.5 and collaboration to split tasks
equally.
Each group member submitted
thoughtful and reflective Two
Stars and a Wish exit slips.
Meets Expectations (ME)
Poster mostly identifies a
section of the Charter of Rights
and Freedoms and
demonstrates how it impacts
everyday life through the use of
a (relevant) example scenario.
Information is mostly related to
the topic and includes a
minimum of 2 relevant
supporting details and/or
examples.
Poster communicates
information in a mostly effective
manner to intentionally interest
the reader.
The poster contains 1 or less
errors and most references are
included.
Most ideas are effectively
organized and easy to follow.
Visuals incorporated mostly
enhance students’ knowledge
and understanding.
Group members demonstrated
an effective level cooperation,
conflict resolution, and
collaboration to split tasks
equally.
Each group member submitted
sufficient Two Stars and a Wish
exit slips.
Developing (D)
Poster vaguely identifies a
section of the Charter of Rights
and Freedoms and
demonstrates how it impacts
everyday life through the use of
a (relevant) example scenario.
Information is lacking relevance
to the topic and includes
minimum of 1 relevant
supporting details and/or
examples.
Poster communicates
information in a somewhat
effective manner to generally
interest the reader.
The poster contains 2 or less
errors, and limited references
are included.
Few ideas are effectively
organized and are somewhat
easy to follow.
Visuals incorporated vaguely
enhance students’ knowledge
and understanding.
Group members demonstrated a
moderate level of cooperation,
conflict resolution, and
collaboration. Tasks were not
split equally between group
members.
Some group members submitted
incomplete Two Stars and a
Wish exit slips.
Requires Assistance (RA)
Poster does not identify a
section of the Charter of Rights
and Freedoms and
demonstrates how it impacts
everyday life through the use of
a (relevant) example scenario.
Information is not related to the
topic and includes no relevant
supporting details and/or
examples.
Poster communicates
information in an ineffective
manner that does little to
interest the reader.
The poster contains more than 3
errors, and no references are
included.
Ideas are disorganized and
difficult to follow.
Visuals incorporated do not
enhance students’ knowledge
and understanding.
Group members demonstrated
minimal cooperation, conflict
resolution, or collaboration.
No group members submitted
their Two Stars and a Wish exit
slips.
Performance Task Instructional Exemplar (EE)
Performance Task Group Self-Assessment Handout
Original Performance Task and Rubric (Practicum)
 References:
Alberta Education. (2005). Social Studies Kindergarten to Grade 12. [Program of Studies]. Edmonton, AB:
Alberta Education. Retrieved from: https://education.alberta.ca/media/159597/program-of-studies-
grade-6.pdf
Arter, J.A. and Chappuis, J. (2006). Creating and recognizing quality rubrics. Portland, OR: Educational Testing
Service. Retrieved from: https://d2l.ucalgary.ca/d2l/le/content/210687/viewContent/2892538/View

Mysterbee06 (2009, May 7). Linda Darling-Hammond on performance-based assessment [Video file].
Retrieved from: https://www.youtube.com/watch?v=WpTT_ewXmKI

Government of Canada (2017). Your Guide to the Canadian Charter of Rights and Freedoms - Canada.ca.
Canada.ca. Retrieved 10 February 2018, from https://www.canada.ca/en/canadian-
heritage/services/how-rights-protected/guide-canadian-charter-rights-freedoms.html

Canadian Charter of Rights and Freedoms - Impact. (2017). Charterofrights.ca. Retrieved 14 February 2018,
from: http://www.charterofrights.ca/en/28_00_01

John Humphrey Centre. (2018). Bestlibrary.org. Retrieved 14 February 2018, from:

http://www.bestlibrary.org/ss11/files/chart
Khutbah Jum’at: Hikmah Isro’ Mi’roj. (2017). [Image File]. Retrieved 10 February 2018, from:
https://azensyam.wordpress.com/2017/01/27/khutbah-jumat-hikmah-isro-miroj/
Koh, K. (2011). Task design and rubric development for authentic and formative assessments. In K. Koh,
Improving teachers’ assessment literacy. Retrieved from:
https://d2l.ucalgary.ca/d2l/le/content/210687/viewContent/2892535/View
Muslim man walks. (2018). [Image File]. Retrieved 10 February 2018, from:
https://www.dreamstime.com/stock-illustration-muslim-man-walk-smile-wave-his-hand-full-color-
image81784105
Newmann, F., Marks, H., & Gamoran, A. (1996). Authentic Pedagogy and Student Performance. American
Journal of Education, 104(4), 280-312. Retrieved from: http://www.jstor.org/stable/1085433
Parliament of Canada. (2018). Lop.parl.ca. Retrieved 10 February 2018, from:
https://lop.parl.ca/About/Parliament/Education/OurCountryOurParliament/TeacherGuide/pdfs/hando
ut-act04-e.pdf
Publications.gc.ca. (2017, Mar. 3). Information archivée dans le Web | Information Archived on the
Web. Canadian Charter of Rights and Freedoms. Retrieved 14 February 2018, from:
http://publications.gc.ca/collections/Collection/CH37-4-3-2002E.pdf
School. (2018). [Image File]. Retrieved 10 February 2018, from: https://www.123rf.com/photo_14891373_sc
 Group Collaboration Chart

The role(s) of each As a collaborative group we contributed samples and ideas of performance tasks and rubrics, we
group member discussed our assignment options, and decided to redesign a task and its associated rubric. Once we
established our group would redesign, we reviewed our samples and selected an example obtained
during a practicum placement. Next, we divided the tasks: Rachelle, Malia, and Lana created the
performance task which aligned to the subject and grade level Program of Study with rubric criteria.
Kari and Erica developed the rubric, based from the criteria categories the group established, which
also aligned to the grade and subject level program of studies outcomes; the group established the
rubric as analytic and assigned four levels of the rating scale. All members collaborated to polish and
improve the first drafts of the performance task and rubric, to ensure the language was concise, and
all elements were purposeful. Final edits and refinement of each section were completed as a group.
All members of the group contributed and referenced insight and strategies, gained from the course
readings, which informed, supported, and justified altering and re-designing elements of the rubric
and performance task. Each group member contributed content independently, as part of a mini-task
specific team, as well as to the group as a collective.

How goals and During our first Adobe session we decided on a redesign task, and started a group google document
strategies were where the LT2 Part 1 assignment outcomes were posted, and where samples of performance tasks
developed to from different sources were contributed. During our second Adobe session, we voted on different
complete the task samples and ideas, and a task was selected. We established the goal of our performance task redesign
was to modify the original task to engage students in collaborative learning, self-assessment, promote
understanding of real-world applications, encourage disciplined inquiry, and would result in the
creation of an artifact which could be used to assess skills and knowledge. The goal of our rubric
redesign was to create a task-specific rubric which facilitates assessment of artifacts for knowledge
and skills outcomes (related to grade and subject level Program of Studies), articulates appropriate
scales of achievement, and uses parallel descriptors to ensure consistent and informed assessment
practice. We discussed the details of the work to be completed, timelines, and key ideas from
references we used to inform our redesign; strategies to inform elements of the redesigned were
discussed and referenced in our working google document. We then voted in the google document on
which task we would like to be responsible for, and divided the work amongst two-mini groups,
related to the performance task or rubric redesign; we ensured the work was divided fairly, and clear
task directions, next steps, and timelines were agreed upon.

Each group member was actively engaged in the process of refining the information, based on our
collective original vision, in their respective mini-groups. Once the mini-groups produced drafts for
the performance task and assessment rubric, we reconvened in a final Adobe session as a collective,
where we discussed and refined each section of the project. In our final review we ensured all
elements of the performance task and rubric were aligned and articulated a clear direction for the
project as a whole, to promote student outcome achievement and accurate instructional assessment.

How peer feedback We had a working google document that each member accessed to complete our working drafts for
was completed each specific aspect of the assignment. In this document we commented on each other's’ work and
voted on which drafts to use for various parts of the assignment. We used three Adobe sessions to
dialogue and collaborate from conception to completion of the task. Additionally, the mini-groups
held sessions amongst themselves to create drafts, which were submitted to the google document
and refined against the other parts of the assignment.

Any other evidence Our group used various piece of software and technology to collaborate including: WhatsApp texts,
to show collaboration emails, private Adobe group meetings, and working google document, as well as in-person and
among the team asynchronous mini-group working sessions.