PROJECT SAVE WEB QUEST:

“Newcomers at Martin Luther King Jr.”

Martin Luther King, Jr. School

By Mr. Dominguez & Ms. Hawkins

5^th Grade ESL Newcomers

Introduction:

The first step toward change is awareness. The second step is acceptance.

~ Nathaniel Branden

How you ever gone to a new school and felt like nobody were aware of who you were and where you came from? Were you accepted? As you know coming to a new country can be a big change and a difficult transition. You are expected and faced with many challenging scenarios of assimilation such as a new language, attitudes, customs, culture, beliefs, and social interactions. As a newcomer to a society, you need to decide whether to maintain your cultural identity and/or assimilate to a new culture and norms of the new society you have entered.

Many of you here at Martin Luther King, Jr. School experienced some of these barriers to assimilation when you began. What obstacles did you face as a newcomer when you arrived? How did you feel? How did the other students react towards you? What did you do to overcome your obstacles?

Non-assimilation is a serious social problem. It can result in low academic achievement, social alienation, emotional depression, family conflict and anti-social behavior and hardships in future employment. Emotions can run quite high. We have seen this conflicts caused by this social problem throughout America. We all know the consequences of being different yet giving up traditional values of your parents and family can be just as depressing and harmful.

You and your partner have an opportunity to solve this social problem of non-assimilation! In this web quest you will use the steps of the Public Policy Analyst to develop a plan for Newcomers to Martin Luther King, Jr. School. Once you have completed this project you will present this to The Newcomers Committee, which will include the principal, assistant principal and both ESL teachers. You will have an opportunity to find policy solutions to solve this serious social problem and make positive changes in your school and community. As a newcomer on this project, may your journey be “fruitful and rewarding” for those you intend to enlighten and help. Good luck! You have a major challenge ahead.

Task

Product Goals and Objectives:

THE SURVEY

* Each group will develop and create their own survey for newcomers at Martin Luther King, Jr. The survey should include a combination of open-ended questions and multiple choice questions. It will be used to determine the obstacles newcomers face at Martin Luther King, Jr. School. The results of this survey will help to create three policies that will make the transition of the newcomers run more effectively and feel more comfortable in their new environment. The survey will be utilized in steps of the Public Policy Analyst.

*The survey must include a minimum of 10 questions. Each question should be carefully selected to find ideas that will address the social problem of non-assimilation.

* Your survey should be guided by the rubric below

Survey Rubric

Directions: Using your pre-approved topic, you are to construct a survey. The survey will be assessed using the rubric below. Please submit your survey in the form it will be implemented (i.e., pencil-and-paper, web-based, etc.). See me with questions; good luck!

Category	Rating
	4	3	2	1
Purpose	Purpose is stated clearly.	Purpose is stated somewhat clearly.	Purpose is stated vaguely.	Purpose is not stated.
Clarity of questions	Questions are crystal clear and a person would not have to ask for clarification.	Questions are very clear and a person might have to ask for clarification.	Questions are somewhat clear and a person would have to ask for clarification.	Questions are confusing and ambiguous.
Choice of responses	Every person would be able to choose from the responses.	Most people would be able to choose from the responses.	Few people would be able to choose from the responses.	No one would be able to choose from the responses.
Layout	The selection of graphics, line styles, and arrangement options enhances the layout and meaning of the survey.	The selection of graphics, line styles and arrangement options mostly enhances the layout of the survey.	The selection of graphics, line styles and arrangement options sometimes enhances the layout of the survey.	The selection of graphics, line styles and arrangement options do not enhance the layout of the survey.
Content	All essential questions are properly addressed.	Most of the essential questions are properly addressed.	Some of the essential questions are properly addressed.	One or fewer essential questions are addressed.
Spelling/ Grammar	All words are spelled correctly.  Grammar, punctuation, spacing and word usage are appropriate.	Most words are spelled correctly.  Grammar, punctuation, spacing and word usage are mostly appropriate.	Most words are spelled correctly.  Grammar, punctuation, spacing and word usage have some errors.	Numerous spelling errors. Grammar, punctuation, spacing and word usage have a number of errors.
Utility	Easy to use and pleasant to look at.	Easy to follow.	Choppy, but gets the job done.	Difficult to follow and is jumbled.

THE STORY BOARD

*Each group will create a story board

· The story board will include all the six steps of the Public Policy Analyst described in the process section of the web quest.

· The story board should include text, charts, illustrations and/or graphs that support your new policies regarding non-assimilation.

· The story board will be constructed out of tri-fold display board.

IMPORTANT: ALL Six steps of the PUBLIC POLICY ANALYST must be included in the story board

Process

1} You will be working with partners to explore the social problems of assimilation and you will find possible solutions to alleviate the problems.

2} Each group will prepare a series of questions that can be used as a survey. You may interview parents, students and staff using the survey you created have. You will then evaluate the survey and use the results in answering the questions of the SIX Public Policy Analyst worksheets.

3} THE PPA: Below are web pages that are part of the Public Policy Analyst process. This process examines social problems and finds appropriate solutions. Click on each site and read the instructions for the step. Then click on the WORKSHEET at the bottom of each page (MS WORD version) or click on “worksheet” next to the web page and complete the questions. You will use the information in your survey and form the internet links given in the resources section of the web quest. The worksheets will be the resource material you will use to construct your display board. All six steps must be included in the display board. Using the research you have gathered and ideas you have developed create a display board to present your three policies that will make the transition of newcomers run more effectively and feel more comfortable in their new environment. In step # 6 you will choose the BEST policy to present to the committee.

THE PUBLIC POLCIY ANALYST

Worksheet 1: Defining the Social Problem (Worksheet #1)

Worksheet 2: Gathering evidence of the problem (Worksheet #2)

Worksheet 3: Identifying the causes of the problem (Worksheet #3)

Worksheet 4: Evaluating existing public policies (Worksheet #4)

Worksheet 5: Developing public policy solutions (Worksheet #5)

Worksheet 6: Selecting the best public policy solution (Worksheet #6)

Resources

Each group must read and examine a variety of resources in order to understand the problems associated with newcomers, and take notes on the most important information you come across. You will use this information to complete the six PPA worksheets.

General Search Engines:

https://www.google.com/

http://www.yahoo.com/

http://www.kids.yahoo.com/

http://www.yonkerspublicschools.org/

http://scholastic.com/

Specific Search Engines:

http://www.everythingesl.net/books/

http://www.ncela.gwu.edu/pubs/pigs/pig8.htm

http://library.thinkquest.org/20619/present.html

http://teacher.scholastic.com/activities/immigration/index.htm

http://www.pbs.org/inthemix/shows/show_teen_immigrants5.html

http://eslinfusion.oise.utoronto.ca/story.asp?id=42&topic=Other

Evaluation

The PPA Model Rubric

Teachers: Mr. Dominguez & Ms. Hawkins

	A (4 points)	B (3 points)	C (2 points)	D (1 point)
Worksheets àHanded-In àCompleted àOn-Time	àProblem identified and is very well researched. àAll six steps of the PPA are addressed.	àProblem identified and reasonably well researched. àAll six steps of the PPA are addressed.	àProblem identified with limited research. àAll steps of the PPA are addressed.	àProblem identified but research is lacking. àIncomplete work.
Group Cooperation	àGroup establishes and maintains an equal distribution of labor among all participants. àDifferences are dealt with maturely and students exercise listening skills, leadership skills, and compromise skills.	àGroup makes attempts to maintain an equal distribution of labor among all participants. àAlmost all differences are dealt with maturely and students exercise listening skills, leadership skills, and compromise skills.	àGroups make unsuccessful attempts to maintain an equal distribution of labor among all participants. àOnly some differences are dealt with maturely as students attempt to exercise listening skills, leadership skills, and compromise skills.	àGroup is unable to equally distribute work. àDifferences are not dealt with maturely.

Display Board Rubric

Directions: Using your pre-approved topic, you are to construct a display board. Your display board will be based on your research and analysis of your problem, propose three policies that will make the transition of the newcomers program run more effectively and feel more comfortable in their new environment. These policies will be presented by using a display board. The display board will be assessed using the rubric below.

Teachers: Mr. Dominguez & Ms. Hawkins

Student Name ___________________

CATEGORY	4	3	2	1
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements is included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.

Conclusion

By completing the Public Policy Web Quest you now have a better understanding of social problems newcomers encounter when entering a new school in the United States; in this case, entering Martin Luther King, Jr. School in Yonkers. Moreover, you have examined a serious social problem of assimilation which is a problem for students at MLK and students all over America. As a Public Policy Analyst you have followed the steps by defining the problem, gathering accurate evidence, identifying cause, evaluating current public policy, developing public policy, and then selected the best public policy. As a result of your hard work, you are now able to improve the transition for future newcomers at Martin Luther King, Jr. School. Also, you better understand the role of the public policy analyst and the political leaders who make laws that affect every aspect of our lives. Your work has been presented to the Principal. Let’s hope it makes a difference. Congratulations on a job well done!

STANDARDS ADDRESSED

Languages Other Than English

Standard 1: Language for Information and Understanding

English for information and understanding refers to the

competencies and knowledge of English that students must

obtain in order to communicate effectively in social and

academic settings.

Standard 2: Language for Information and Understanding

English for literary response, enjoyment, and expression

requires that students develop the knowledge and skills in

English to read and understand rich literature that ranges

from classical to contemporary, and includes works

representing a variety of cultures.

Standard 3: Language for Critical Analysis and Evaluation

English for critical analysis and evaluation develops students’

abilities to read, write, listen and speak in English to analyze

and evaluate complex  texts and issues.

Standard 4: Language for Social Interaction

English for social and classroom interaction outlines

strategies, both in and out of school, that LEP/ELLs must

master to communicate effectively in English.

Standard 5: English for cross-cultural knowledge and understanding

English for cross-cultural knowledge and understanding

articulates the components of acquiring a “second culture” in

both social and academic contexts.

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Information and Understanding

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Social Studies

Standard 1:   History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 3:   Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.