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recreating the coat of arms 20-2 pdf

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  Recreating the Coat of Arms The Canadian Coat of Arms is outdated. It is now your task to create your own Canadian Crest based on the national identities that you learned about in class. Update the Crest to demonstrate what you believe should be more prominently represented on the Coat of Arms. This can be a mix of nationalistic and non-nationalistic loyalties. Use what you have learned in class to justify why each element of your symbol is on your Coat of Arms, in a formal writing style. Use specific evidence to help make your Coat of Arms meaningful and relevant to present day Canada. You are required to provide: 1.)   A New Coat of Arms for Canada 2.)   A Written Component that Justifies all symbols used and answers the following question: How does the official Coat of Arms embody Canadian National Identity? * THIS IS NOT AN ART ASSIGNMENT, YOU WILL NOT BE GRADED ON ARTISTIC  ABILITY *     Our Current Coat of Arms: A Mari Usque Ad Mare: From Sea to Sea Symbols of the Four Founding Nations : 1.) The Three Royal Lions of England 2.) The Royal Lion of Scotland 3.) The Royal Fleur-de-lis of France 4.) Irish Harp of Tara The lion of England, holding the Royal Union Flag. The Unicorn of Scotland carrying the flag of Royal France. The floral emblems of the four founding nations: 1.) The English Rose 2.) The Scottish Thistle 3.) French Fleur-de-lis 4.) The Irish Shamrock The Royal Crown at the top, indicates that these are the Arms of Her Majesty the Queen in Right of Canada.  Student Name  ________________________________________________________________ Date  ___________________________ Task : Canadian Coat of Arms Criteria Level Justification (10) Communication (5)   E Excellent Evidence is specific and accurate to justify the symbols in the coat of arms. Errors, if present, do not detract from the response. The students demonstrates a thorough and perceptive understanding of applicable social studies knowledge, the assigned task and key question. The writing is fluent and purposefully organized. Effective stylistic choices may contribute to the creation of an engaging voice. Vocabulary is precise. The writing demonstrates confident control of sentence construction, grammar, and mechanics. Errors, if present, are inconsequential. Pf Proficient Evidence is appropriate in justifying the symbols in the coat of arms but may contain some factual errors. The student demonstrates a clear understanding of applicable social studies knowledge, the assigned task and key question. The writing is logical and clearly organized. Appropriate stylistic choices may contribute to the creation of a distinct voice. Vocabulary is specific. The writing frequently demonstrates effective control of sentence construction, grammar, and mechanics. Errors do not detract from communication. S Satisfactory Evidence is relevant for justification of symbols but is general and/or incompletely developed. The evidence may contain errors. The student demonstrates an acceptable understanding of applicable social studies knowledge, the assigned task and key question. The writing is generally clear and functionally organized. Basic stylistic choices may contribute to the creation of a voice that is adequate. Vocabulary is adequate. The writing demonstrates a basic control of sentence construction, grammar, and mechanics. Errors do not seriously interfere with communication. L Limited Evidence is superficial for justification of symbols and may not always be relevant. The evidence may contain significant errors. The student demonstrates a confused, yet discernable, understanding of applicable social studies knowledge, the assigned task and key question. The writing is uneven and incomplete but is discernibly organized. Awkward stylistic choices may contribute to the creation of an unconvincing and/or inappropriate voice. Vocabulary is imprecise and/or inappropriate. The writing demonstrates a faltering control of sentence construction, grammar, and mechanics. Errors hinder communication. P Poor Evidence, if present, is incomplete and/or marginally relevant in justifying the symbols in the coat of arms. Significant errors in content are quite frequent. The student demonstrates a minimal understanding of applicable social studies knowledge, the assigned task, and the key question. The writing is unclear and disorganized. Ineffective and/or inappropriate stylistic choices may contribute to the creation of an ineffective and/or unsuitable voice. Vocabulary is ineffective and frequently incorrect. A lack of control of sentence construction grammar and mechanics is demonstrated. Errors impede communication Z Zero Zero is assigned to a response that fails to meet the minimum requirements of poor. A zero may be assigned to one or more categories    When work is judged to be poor or zero, the teacher makes decisions about appropriate intervention to help the student improve.
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