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The Canadian Coat of Arms is outdated.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
Our Current Coat of Arms:
symbols used and answers the following
A Mari Usque Ad Mare: From Sea to
Sea question:

Symbols of the Four Founding Nations: To what extent does the official Coat of
1.) The Three Royal Lions of England Arms embody Canadian National Identity?
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.
* THIS IS NOT AN ART ASSIGNMENT,
The floral emblems of the four founding
YOU WILL NOT BE GRADED ON ARTISTIC
nations:
1.) The English Rose ABILITY *
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
Justification (10) Communication (5)
Level
Evidence is sophisticated and deliberately chosen to justify symbolism in the coat of The writing is fluent, skillfully structured, and
E arms. The relative absence of error is impressive. A thorough and comprehensive judiciously organized. Control of syntax, mechanics,
Excellent discussion of evidence reveals an insightful understanding of social studies knowledge and grammar is sophisticated. Vocabulary is precise
and its application to the assignment and key question. and deliberately chosen. The relative absence of error
is impressive
The evidence chosen to justify symbolism in the coat of arms is specific and The writing is clear and purposefully organized.
Pf purposeful. Evidence may contain some minor errors. A capable and adept discussion Control of syntax, mechanics, and grammar is
Proficient of evidence reveals a solid understanding of social studies knowledge and its capable. Vocabulary is appropriate and specific.
application to the assignment and key question. Minor errors in language do not impede
communication.
The evidence chosen to justify symbolism in the coat of arms is conventional and The writing is straightforward and functionally
S straightforward. The evidence may contain minor errors and a mixture of relevant and organized. Control of syntax, mechanics, and
Satisfactory extraneous information. A generalized and basic discussion reveals an acceptable grammar is adequate. Vocabulary is conventional and
understanding of social studies knowledge and its application to the assignment and generalized. There may be occasional lapses in
key question. control and minor errors; however, the
communication remains generally clear.
The evidence chosen to justify symbolism in the coat of arms is potentially relevant but The writing is awkward and lacks organization.
L is unfocused and incompletely developed. The evidence contains inaccuracies and Control of syntax, mechanics, and grammar is
Limited extraneous detail. The discussion reveals a superficial and confused understanding of inconsistent. Vocabulary is imprecise, simplistic, and
social studies knowledge and its application to the assignment and key question. inappropriate. Errors obscure the clarity of
communication.

The evidence chosen to justify symbolism in the coat of arms is irrelevant and The writing is unclear and disorganized. Control of
P inaccurate. The evidence contains major and revealing errors. A minimal scant syntax, mechanics, and grammar is lacking.
Poor discussion reveals a lack of understanding of social studies and its application to the Vocabulary is overgeneralized and inaccurate. Jarring
assignment and key question. errors impede communication.

Zero is assigned to a response that fails to meet the minimum requirements of

Z poor. A zero may be assigned to one or more categories
Zero
 When work is judged to be poor or zero, the teacher makes decisions about appropriate intervention to help the student improve.

Alberta Assessment Consortium Rubric Template (updated July 2014) 2

AAC provides this template to assist teachers in developing rubrics for their own classroom use. As this template has been provided as a Word document, it is possible that the template
may have been changed/adapted by individual developers. AAC does not guarantee that any rubrics that have been developed using this template have been reviewed by AAC, nor
that these rubrics are part of the AAC collection. To view the current AAC rubric template, please visit www.aac.ab.ca and search under the Assessment Materials tab.